Special Teaching for Special Children? Pedagogies for Inclusion: A Pedagogy for

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What, if anything, is 'special' about teaching children with special or exceptional learning needs? This book addresses this question, looking at pupils' special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."Educational ReviewWhat, if anything, is 'special' about teaching children with special or exceptional learning needs?This book addresses this question, looking at pupils' special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that 'good teaching is good teaching for all' and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book. Leading researchers in each special needs field defend and critique a conceptual analysis of teaching strategies used with particular learner groups with special educational needs. Summaries by the editors after each chapter link pedagogic strategies, knowledge and curriculum to key points from the chapter and pave the way for discussion. This book is indispensable reading for students, policy makers, researchers and professionals in the field of special educational needs and inclusion. Shortlisted for the TES / NASEN Book Awards 2005

Author Biography

EditorsAnn Lewis is Professor of Special Education and Educational Psychology at the University of Birmingham. Her publications include Researching Children's Perspectives (Open University Press 2000), Children's Understanding of Disability (1995), Working with Children with Special Needs in the Primary School (2005).Brahm Norwich is Professor of Educational Psychology and Special Educational Needs at the University of Exeter. His publications include Psychology and Education in Interaction:working with uncertainty in connected fields (2000), and Moderate Learning Difficulties and the Future of Inclusion.(2004)ContributorsPaul Cooper, Professor of Education, Centre for Innovation in Raising Educational Achievement, University of Leicester, UKGraeme Douglas, Research Fellow, School of Education, University of Birmingham, Birmingham, UKAlan Dyson, Professor of Education, Faculty of Education, University of Manchester, UKFelicity Fletcher-Cambell, Principal Research Officer, Department of Professional and Curriculum Studies, NFER, UK. UK National Co-ordinator, European Agency for Development in Special Needs EducationSusan Gregory, Consultant, previously Senior Lecturer in Hearing Impairment, School of Education, University of Birmingham, UKLiz Hodges, Lecturer, School of Education, University of Birmingham, Birmingham, UKRita Jordan is Reader in Autism Studies, School of Education, University of Birmingham, Birmingham, UKAnn Lewis, Professor in Autism Studies, School of Education, University of Birmingham, Birmingham, UKDeirdre Martin, Senior Lecturer, School of Education, University of Birmingham, Birmingham, UKMike McLinden, Lecturer, School of Education, University of Birmingham, Birmingham, UKOlga Miller, Course Leader, Disabilities of Sight, Institute of Education, University of London, London, UKBrahm Norwich, Professor of Educational Psychology and Special Educational Needs, School of Education and Lifelong Learning, University of Exeter, Exeter, UKTim O'Brien, Consultant in the area of EBD, UKJill Porter, School of Education, University of Birmingham, Birmingham UKDr Madeleine Portwood, Senior Educational Psychologist, Durham LEA, Dyspraxia Foundation Trustee, Chair of the Education Committee, UKDr Gavin Reid, Senior Lecturer, Faculty of Education, University of Edinburgh, Edinburgh, UKDr Jean Ware, Director of Special Education, St Patrick's College, Dublin, Ireland Jennifer Wishart, Professor of Special Education, Moray House School of Education, University of Edinburgh, Scotland, UK

Table of Contents

CONTENTS Chapter 1How specialised is teaching pupils with disabilities and difficulties? - Brahm Norwich and Ann Lewis Chapter 2Deafness - Sue GregoryChapter 3Visual impairment – Graeme Douglas and Mike McLindenChapter 4Deafblindness - Olga Miller and Liz HodgesChapter 5Severe Learning Difficulties - Jill PorterChapter 6Profound and Multiple Learning Difficulties - Jean WareChapter 7Children with Down's Syndrome - Jennifer Wishart Chapter 8English as an additional language and children with speech, language and communication needs - Deirdre MartinChapter 9 Autistic spectrum disorders - Rita JordanChapter 10AD/HD - Paul CooperChapter 11Dyslexia - Gavin ReadChapter 12Dyspraxia - Madeleine PortwoodChapter 13Social, emotional and behavioural difficulties - Tim O'BrienChapter 14Moderate Learning Difficulties - Felicity Fletcher-Campbell Chapter 15Low attainment - Alan Dyson and Peter HickChapter 16Overview and discussion: overall conclusions - Ann Lewis and Brahm Norwich

Long Description

""I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions." Educational Review" What, if anything, is ' special' about teaching children with special or exceptional learning needs? This book addresses this question, looking at pupils' special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs. Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that ' good teaching is good teaching for all' and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book. Leading researchers in each special needs field defend and critique a conceptual analysis of teaching strategies used with particular learner groups with special educational needs. Summaries by the editors after each chapter link pedagogic strategies, knowledge and curriculum to key points from the chapter and pave the way for discussion. This book is indispensable reading for students, policy makers, researchers and professionals in the field of special educational needs and inclusion. " Shortlisted for the TES / NASEN Book Awards 2005

Details ISBN0335214053 Short Title SPECIAL TEACHING FOR SPECIAL C Publisher Open University Press Series Inclusive Education Language English ISBN-10 0335214053 ISBN-13 9780335214051 Media Book Format Paperback Year 2004 Author Ann Lewis Imprint Open University Press Place of Publication Milton Keynes Country of Publication United Kingdom DEWEY 371.9 Edition 1st Subtitle A Pedagogy for Inclusion? DOI 10.1604/9780335214051 UK Release Date 2004-10-16 AU Release Date 2004-10-16 NZ Release Date 2004-10-16 Pages 256 Publication Date 2004-10-16 Audience General We've got this

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