Christina Tilstone – författare

First published in 1991. This book provides a comprehensive view of the needs of pupils with severe learning difficulties and considers the attitudes of parents, teachers, administrators and the pupils themselves. It offers practical approaches to assessment and curriculum design; the management of the classroom environment; approaches to classroom evaluation; pupils from minority groups; collaboration with other professionals; integration and stress and the classroom teacher.

First published in 1991. This book provides a comprehensive view of the needs of pupils with severe learning difficulties and considers the attitudes of parents, teachers, administrators and the pupils themselves. It offers practical approaches to assessment and curriculum design; the management of the classroom environment; approaches to classroom evaluation; pupils from minority groups; collaboration with other professionals; integration and stress and the classroom teacher.

A thought-provoking book which provides a framework for understanding the physical, sensory, emotional, social, linguistic and cognitive development of children with special educational needs. It gives practitioners and students a sound grasp of the theoretical ground needed to fully understand cognitive development and will help them track children''s developmental progress in order to optimise learning opportunities.

The authors handle complex topics in a highly accessible manner, explaining how to put theory into practice. In three lucidly argued sections they present:

This book will be a beacon for teachers, head teachers, educational psychologists and all practitioners involved in special needs education who seek the opportunity to help empower their pupils, and enhance their own understanding.

A thought-provoking book which provides a framework for understanding the physical, sensory, emotional, social, linguistic and cognitive development of children with special educational needs. It gives practitioners and students a sound grasp of the theoretical ground needed to fully understand cognitive development and will help them track children''s developmental progress in order to optimise learning opportunities.

The authors handle complex topics in a highly accessible manner, explaining how to put theory into practice. In three lucidly argued sections they present:

This book will be a beacon for teachers, head teachers, educational psychologists and all practitioners involved in special needs education who seek the opportunity to help empower their pupils, and enhance their own understanding.

This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion.Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system.This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.

This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion.Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system.This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.