Neville Jones - Böcker

The management of special needs, especially those of students of secondary age, has received considerable attention in the past decade and, in the light of the new education legislation, will assume a new urgency. The Management of Special Needs in Ordinary Schools provides an overview of the issues facing teachers in secondary schools with pupils who have special needs. These issues include managerial and curricular problems, in-service training, the use of new technology and developing community links. The book also illustrates the changes in thinking and practice since the publication of the Warnock Report, Special Educational Needs (1978). The contributors range from teacher to chief education officer, and include headteachers, psychologists, advisors and administrators, as well as those involved in educational research. Drawing on their experience in the mainstream and in special schools, at secondary level and in further education, their contributions reflect an active involvement in the development of new approaches within this area of education. The educational experiences of those with special needs can be considerably broadened and enhanced through imaginative management and skilful use of resources. The book therefore emphasises practical approaches to the day-to-day and longer-term needs of pupils with disabilities in ordinary schools. All those working within this area will find much of relevance to their own work.

Using official records, the author traces the origins and early development of strategic bombing, and examines its organs in the operations and staff planning of the First World War. The experiences of the First World War should have been a valuable legacy to those who devised the 'counter offensive' strategy in the years between the war. Unfortunately the lessons learnt were soon forgotten and many of the operational and technical problems which the planners had begun to tackle in 1918 were not even seen to exist by the Air Staff during the 1920s and early 1930s.

Using official records, the author traces the origins and early development of strategic bombing, and examines its organs in the operations and staff planning of the First World War. The experiences of the First World War should have been a valuable legacy to those who devised the 'counter offensive' strategy in the years between the war. Unfortunately the lessons learnt were soon forgotten and many of the operational and technical problems which the planners had begun to tackle in 1918 were not even seen to exist by the Air Staff during the 1920s and early 1930s.

Offering up-to-date research on school discipline and bullying, this study emphasizes the management of school discipline through school policies and the responsibility of problems by all members of staff. It gives examples of curriculum initiatives that address pupils with discipline problems.

Originally published in 1949, this book presents an account of the progress of research into the prehistory of the area then known as Southern Rhodesia during the first half of the twentieth century. The text avoids a consecutive account of Stone Age cultures in favour of an arrangement whereby the different localities selected for description are allowed to tell their own story. Numerous illustrative figures and a glossary are also included. This book will be of value to anyone with an interest in prehistoric man and archaeology.

Offering up-to-date research on school discipline and bullying, this study emphasizes the management of school discipline through school policies and the responsibility of problems by all members of staff. It gives examples of curriculum initiatives that address pupils with discipline problems.

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a major conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses. The authors are drawn from all branches of education in order to provide a critical review of developments since 1983 in teacher-education and to discuss the current recommendations on training to meet special educational needs both in Great Britain and the rest of Europe.