Routledge Library Editions: Special Educational Needs – serie
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125 produkter
125 produkter
116 232 kr
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This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.
1 607 kr
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Originally published in 1989. Drawing on extensive teaching and research experience, Bernadette Walsh provides a practical approach to teaching pupils with language learning difficulties in the secondary school. Many of these pupils enter secondary school believing themselves to be failures in all areas because of their inability to express themselves in words. Walsh emphasises that learning difficulties of this sort often stem from emotional problems and can only be overcome by establishing warm teacher-pupil relationships based on trust and mutual acceptance and fostered by the spoken language. The book is based around the teacher’s diary which Bernadette Walsh kept as a daily record of her work in the classroom. This vivid and immediate account lends weight to her argument that only an arts-based curriculum involving poetry, story, drama, dance, art, and – above all – talk, can help the development of children with special educational needs. Student teachers will find this text a compelling and realistic introduction to a challenging area of their future profession.
512 kr
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Originally published in 1989. Drawing on extensive teaching and research experience, Bernadette Walsh provides a practical approach to teaching pupils with language learning difficulties in the secondary school. Many of these pupils enter secondary school believing themselves to be failures in all areas because of their inability to express themselves in words. Walsh emphasises that learning difficulties of this sort often stem from emotional problems and can only be overcome by establishing warm teacher-pupil relationships based on trust and mutual acceptance and fostered by the spoken language. The book is based around the teacher’s diary which Bernadette Walsh kept as a daily record of her work in the classroom. This vivid and immediate account lends weight to her argument that only an arts-based curriculum involving poetry, story, drama, dance, art, and – above all – talk, can help the development of children with special educational needs. Student teachers will find this text a compelling and realistic introduction to a challenging area of their future profession.
1 674 kr
Skickas inom 10-15 vardagar
Originally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.
513 kr
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Originally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.
1 874 kr
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Originally published in 1989. This book is designed as an introduction to the field of special education for all those students and professionals – teachers, social workers, psychologists, medical officers, nurses, speech therapists and others – who encounter children with special needs. The authors first discuss current legislation in its historical context and draw attention to the major issues and controversies. They go on to analyse a variety of learning difficulties. Physical and sensory disabilities, emotional and behavioural problems, may all give rise to special educational needs. The book then considers how children’s special needs may be met in terms of curriculum, resources and provisions. It concludes with some prognostications and a critical review of current practice.
539 kr
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Originally published in 1989. This book is designed as an introduction to the field of special education for all those students and professionals – teachers, social workers, psychologists, medical officers, nurses, speech therapists and others – who encounter children with special needs. The authors first discuss current legislation in its historical context and draw attention to the major issues and controversies. They go on to analyse a variety of learning difficulties. Physical and sensory disabilities, emotional and behavioural problems, may all give rise to special educational needs. The book then considers how children’s special needs may be met in terms of curriculum, resources and provisions. It concludes with some prognostications and a critical review of current practice.
1 740 kr
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Originally published in 1977. This book is a comprehensive account of the state of knowledge about autism in the 1970s. Its main emphases are the special needs of autistic children and everyday aspects of dealing with them – how to manage, teach and ‘treat’ them. As such, it will be of particular value for teachers and parents, but equally important for GPs, paediatricians, child psychiatrists and psychologists and anyone else playing a role in the diagnosis and care of these children. In the opening chapters, the two editors discuss the diagnosis of autism and the specific techniques used when dealing with problems of learning and behaviour in autistic children from early childhood to adolescence. The various contributors, also specialists in the field, then draw on their own particular knowledge and expertise to cover research, the ancillary services which are available, and useful techniques for working with older autistic persons.
513 kr
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Originally published in 1977. This book is a comprehensive account of the state of knowledge about autism in the 1970s. Its main emphases are the special needs of autistic children and everyday aspects of dealing with them – how to manage, teach and ‘treat’ them. As such, it will be of particular value for teachers and parents, but equally important for GPs, paediatricians, child psychiatrists and psychologists and anyone else playing a role in the diagnosis and care of these children. In the opening chapters, the two editors discuss the diagnosis of autism and the specific techniques used when dealing with problems of learning and behaviour in autistic children from early childhood to adolescence. The various contributors, also specialists in the field, then draw on their own particular knowledge and expertise to cover research, the ancillary services which are available, and useful techniques for working with older autistic persons.
Education of Dual Sensory Impaired Children
Recognising and Developing Ability
Inbunden, Engelska, 2018
1 674 kr
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This book, originally published in 1995, is about ability, not disability. It is about what children can do and how they can progress. All children have the moral, ethical and legal right to be educated, no matter what barriers society puts in their way because of their physical disabilities. Dual sensory impaired children, like all others, have the right under the Education Reform Act, 1988, to a broadly-based and balanced curriculum that is appropriate to their needs since they, like any children, will not develop educationally unless that curriculum is appropriate to their needs. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.
605 kr
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This book, originally published in 1995, is about ability, not disability. It is about what children can do and how they can progress. All children have the moral, ethical and legal right to be educated, no matter what barriers society puts in their way because of their physical disabilities. Dual sensory impaired children, like all others, have the right under the Education Reform Act, 1988, to a broadly-based and balanced curriculum that is appropriate to their needs since they, like any children, will not develop educationally unless that curriculum is appropriate to their needs. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.
Education of Children with Severe Learning Difficulties
Bridging the Gap between Theory and Practice
Inbunden, Engelska, 2018
1 670 kr
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First published in 1986. Aimed at teachers, students and related professions this book serves to bridge the gap between the theory and practice of educating pupils with severe learning difficulties. In the light of the 1981 Education Act it is crucial to identify, and subsequently meet, the needs of these pupils. This can only be done by an in-depth understanding of curriculum design, child development and the learning process. This book incorporates these aspects together with an appreciation of teaching techniques and school and classroom organisation. It explains how the parents, school staff and linked agencies complement this procedure.
Education of Children with Severe Learning Difficulties
Bridging the Gap between Theory and Practice
Häftad, Engelska, 2020
513 kr
Skickas inom 10-15 vardagar
First published in 1986. Aimed at teachers, students and related professions this book serves to bridge the gap between the theory and practice of educating pupils with severe learning difficulties. In the light of the 1981 Education Act it is crucial to identify, and subsequently meet, the needs of these pupils. This can only be done by an in-depth understanding of curriculum design, child development and the learning process. This book incorporates these aspects together with an appreciation of teaching techniques and school and classroom organisation. It explains how the parents, school staff and linked agencies complement this procedure.
Choice, Opportunity and Learning
Educating Children and Young People Who Are Physically Disabled
Inbunden, Engelska, 2018
1 674 kr
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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.
Choice, Opportunity and Learning
Educating Children and Young People Who Are Physically Disabled
Häftad, Engelska, 2020
513 kr
Skickas inom 10-15 vardagar
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.
1 674 kr
Skickas inom 10-15 vardagar
First published in 1992. Special educational needs are being defined in new ways. Changing laws and perspectives in many countries present new challenges to practitioners. The fundamental shift underlying all these changes is the idea that handicap is not an absolute phenomenon, that special educational needs are relative to a person’s environment. Once this is accepted, it is inevitable that there will be a radical re-examination of how such needs are identified and how they are assessed. This book draws together a range of contributions from leading figures in special education worldwide, to emphasise assessment in the service of prevention, of teaching, and of mainstreaming and integration. It is not enough to understand children’s individual strengths and weaknesses. The primary objective of assessment is to guide intervention, and for that purpose it must have a broader focus and not concentrate exclusively on the target individuals who appear to have disabilities or learning difficulties: the learning environment is equally important as a focus for assessment. The book is divided into three sections that explore three broad themes: empowering children and parents during the assessment process; designing assessment so that it supports the integration and mainstreaming of children rather than their segregation; and making improvements through specific approaches to assessment.
513 kr
Skickas inom 10-15 vardagar
First published in 1992. Special educational needs are being defined in new ways. Changing laws and perspectives in many countries present new challenges to practitioners. The fundamental shift underlying all these changes is the idea that handicap is not an absolute phenomenon, that special educational needs are relative to a person’s environment. Once this is accepted, it is inevitable that there will be a radical re-examination of how such needs are identified and how they are assessed. This book draws together a range of contributions from leading figures in special education worldwide, to emphasise assessment in the service of prevention, of teaching, and of mainstreaming and integration. It is not enough to understand children’s individual strengths and weaknesses. The primary objective of assessment is to guide intervention, and for that purpose it must have a broader focus and not concentrate exclusively on the target individuals who appear to have disabilities or learning difficulties: the learning environment is equally important as a focus for assessment. The book is divided into three sections that explore three broad themes: empowering children and parents during the assessment process; designing assessment so that it supports the integration and mainstreaming of children rather than their segregation; and making improvements through specific approaches to assessment.
1 674 kr
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First published in 1992. This book provides accounts of case-study research and evaluation in the area of special educational needs carried out by teachers in ordinary and special schools. Contributors discuss their experiences of the problems and possibilities of teacher research and provide advice on information-gathering, analysis and writing up. The findings presented address both whole-school matters, such as the use of support staff in ordinary schools, and the development of an assessment policy in a special school, and a range of current issues, such as partnership with parents and the teaching of children with emotional and behavioural difficulties. It is of interest to all teachers and tutors involved in research-based courses, students in primary and secondary initial teacher training, teachers on in-service courses, support staff for special educational needs.
513 kr
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First published in 1992. This book provides accounts of case-study research and evaluation in the area of special educational needs carried out by teachers in ordinary and special schools. Contributors discuss their experiences of the problems and possibilities of teacher research and provide advice on information-gathering, analysis and writing up. The findings presented address both whole-school matters, such as the use of support staff in ordinary schools, and the development of an assessment policy in a special school, and a range of current issues, such as partnership with parents and the teaching of children with emotional and behavioural difficulties. It is of interest to all teachers and tutors involved in research-based courses, students in primary and secondary initial teacher training, teachers on in-service courses, support staff for special educational needs.
1 404 kr
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First published in 1982. After the economic crises of the late seventies and early eighties, remedial education was affected particularly badly. Due to lack of funding, a child had to be labelled and diagnosed before they could receive any remedial education. For some children this labelling produced unintended and destructive consequences. The author examines this context of failure, and analyses various approaches to remedial education.
512 kr
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First published in 1982. After the economic crises of the late seventies and early eighties, remedial education was affected particularly badly. Due to lack of funding, a child had to be labelled and diagnosed before they could receive any remedial education. For some children this labelling produced unintended and destructive consequences. The author examines this context of failure, and analyses various approaches to remedial education.
1 407 kr
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First published in 1986. Following the Warnock report, schools attempted to integrate the teaching of children with special needs into ordinary classrooms. Many teachers had no experience of teaching children with special needs and the new developments were likely to pose a substantial challenge. This book provides a guidance for inexperienced, especially new, teachers in how to teach children with special needs in ordinary classrooms. An important feature of the book is realism – the book grows out of the author’s own experiences and research. The author describes what really happens and bases his suggestions on practices which are likely to bring results.
513 kr
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First published in 1986. Following the Warnock report, schools attempted to integrate the teaching of children with special needs into ordinary classrooms. Many teachers had no experience of teaching children with special needs and the new developments were likely to pose a substantial challenge. This book provides a guidance for inexperienced, especially new, teachers in how to teach children with special needs in ordinary classrooms. An important feature of the book is realism – the book grows out of the author’s own experiences and research. The author describes what really happens and bases his suggestions on practices which are likely to bring results.
914 kr
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First published in 1993. Any political system must respond to the needs of its’ peoples and the European Community was no exception. This book, an all-round guide to the education of pupils with special educational needs in Europe, examines the policy and practice of special education in what were the twelve EC countries. The process of integrating pupils with special educational needs into mainstream schooling was an educational priority in the practice of many EC countries. The means of achieving this aim are reviewed, as well as an evaluation of the progress in different national educational contexts.
380 kr
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First published in 1993. Any political system must respond to the needs of its’ peoples and the European Community was no exception. This book, an all-round guide to the education of pupils with special educational needs in Europe, examines the policy and practice of special education in what were the twelve EC countries. The process of integrating pupils with special educational needs into mainstream schooling was an educational priority in the practice of many EC countries. The means of achieving this aim are reviewed, as well as an evaluation of the progress in different national educational contexts.
1 407 kr
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First published in 1951. This book examines the challenges and difficulties that schools may face when it comes to the teaching of children with special needs. The author explores the argument that any challenges can be eliminated by the expenditure of more money, or whether these challenges cannot be solved merely by increased expenditure and a well-directed administrative effort to provide teachers, classrooms and materials.
513 kr
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First published in 1951. This book examines the challenges and difficulties that schools may face when it comes to the teaching of children with special needs. The author explores the argument that any challenges can be eliminated by the expenditure of more money, or whether these challenges cannot be solved merely by increased expenditure and a well-directed administrative effort to provide teachers, classrooms and materials.
1 740 kr
Skickas inom 10-15 vardagar
First published in 1984. Screening and prevention are key issues in health, education and welfare, yet they are also extremely vague. Many professionals are unaware of what can be done and who should do it, particularly in the important area of screening young children for special educational or medical provision. This book considers the problem from the standpoint of a whole range of professionals involved in education, health or social provision. Each chapter focuses on a number of points: problems faced by the professional in question; the sort of job screening procedures that exist or are possible; the sort of tests and assessments that are used; referral; and the sort of intervention procedures that are possible. Case study material is included throughout and the book concludes with a review of the problems of collaboration and of establishing an effective screening system. The book should thus be of immediate interest to students and professionals in a wide range of work that involves children.
513 kr
Skickas inom 10-15 vardagar
First published in 1984. Screening and prevention are key issues in health, education and welfare, yet they are also extremely vague. Many professionals are unaware of what can be done and who should do it, particularly in the important area of screening young children for special educational or medical provision. This book considers the problem from the standpoint of a whole range of professionals involved in education, health or social provision. Each chapter focuses on a number of points: problems faced by the professional in question; the sort of job screening procedures that exist or are possible; the sort of tests and assessments that are used; referral; and the sort of intervention procedures that are possible. Case study material is included throughout and the book concludes with a review of the problems of collaboration and of establishing an effective screening system. The book should thus be of immediate interest to students and professionals in a wide range of work that involves children.
Language Development in Schools for Children with Severe Learning Difficulties
Inbunden, Engelska, 2018
1 404 kr
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First published in 1988. Language is an important developmental ability which facilitates communication both at home and at school. It is also the foundation of many of a child’s learning experiences in school. A certain level of language is often a pre-requisite both for success in particular curriculum areas and for the ability to conceptualise generally. Language developing is thus a major concern for those who work with mentally handicapped children and it has come to be regarded as one of the main objectives within the special school curriculum. This book is concerned with the opportunities for language learning which special schools make available for severely mentally handicapped children. It describes how special schools seek to meet the very diverse needs of their pupils and provides a discussion of the success of contemporary approaches to encouraging language development. The author makes a number of constructive criticisms and suggestions for improving practice which should interest anyone whose work involves teaching children with severe learning difficulties.