John Cornwall – författare

First published in 1996. This book is a collective exploration of choice and opportunity applied to the broad educational agenda, and then more specifically to practical teaching approaches, the learning environment and learning support. It traces the impact of developing services, attitudes and legislation of the education of children and young people who are physically disabled or who have medical conditions. Using elements of relevant research and by reviewing various methods and approaches, the book moves from the daily delivery of education through to issues of "inclusion" in schools, colleges and society.

First published in 1996. This book is a collective exploration of choice and opportunity applied to the broad educational agenda, and then more specifically to practical teaching approaches, the learning environment and learning support. It traces the impact of developing services, attitudes and legislation of the education of children and young people who are physically disabled or who have medical conditions. Using elements of relevant research and by reviewing various methods and approaches, the book moves from the daily delivery of education through to issues of "inclusion" in schools, colleges and society.

The role of therapy in schools is a topic that has been significantly under-researched and often overlooked. Considering the number of students in full-time education with serious emotional and behavioural difficulties, the skills and tricks used by therapists can be usefully passed on to teachers in the classroom.

This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people''s learning.

The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people''s experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.

The role of therapy in schools is a topic that has been significantly under-researched and often overlooked. Considering the number of students in full-time education with serious emotional and behavioural difficulties, the skills and tricks used by therapists can be usefully passed on to teachers in the classroom.

This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people''s learning.

The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people''s experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.

Leading on Inclusion: Dilemmas, debates and new perspectives critically examines the current theory and legislative context of special educational needs and disability, and explores the enduring issues and opportunities that will affect future practice in all schools.

The central theme throughout the book asks the inevitable question ‘What happens next?’ and the expert team of contributors, drawn from a pool of teachers, academics and researchers, consider wide-ranging issues such as:

This forward-thinking and rigorously researched book will be essential reading for students, teachers undertaking school-based training, SENCOs, inclusion managers, higher education tutors and anyone with a professional interest in the future for inclusive education.

Leading on Inclusion: Dilemmas, debates and new perspectives critically examines the current theory and legislative context of special educational needs and disability, and explores the enduring issues and opportunities that will affect future practice in all schools.

The central theme throughout the book asks the inevitable question ‘What happens next?’ and the expert team of contributors, drawn from a pool of teachers, academics and researchers, consider wide-ranging issues such as:

This forward-thinking and rigorously researched book will be essential reading for students, teachers undertaking school-based training, SENCOs, inclusion managers, higher education tutors and anyone with a professional interest in the future for inclusive education.