Mary Masterton – författare

They can make a start by recognising and accepting difference in their students and by providing curricula that are accessible to all. This volume portrays attempts to alleviate difficlties in learning across the curriculum, in history, mathematics, poetry and science, and explores ways of supporting children with disabilities. It examines how approaches to reducing difficulties have changed in the last decade, looking at the experience of children and young people under pressure: children who are bullied; young people affected by HIV and AIDS; youth `trainees' and children in `care'. There is a final section on basic methods of research into educational practice.

Designed to accompany the Open University course Developing Intensive Curricula:Equality and Diversity in Education, Vol 1 will appeal to research students undertaking research in the area of education, focusing on special needs.

Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research.Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education.This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.

Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.

Designed to accompany the Open University course Developing Intensive Curricula:Equality and Diversity in Education, Vol 1 will appeal to research students undertaking research in the area of education, focusing on special needs.