First published in 1999. Increased levels of interest in inclusive education for pupils with learning difficulties are set to continue and while much progress has been made, challenges remain in promoting full and meaningful participation for these learners. This book focuses, therefore, on the teaching and learning and processes which will facilitate organisational and curricular inclusion for pupils with learning difficulties within day to day classroom practice. using their understanding of current theory, the authors provide practical approaches to the analysis of teaching methods used with pupils with learning difficulties and the learning preferences, strengths and areas of challenge of individual pupils. They also discuss the various factors which impinge upon the development of more inclusive provision. These approaches will provide practical help to all those working with pupils with learning difficulties in a variety of contexts. The book will also appeal to those responsible for staff and school development, including the changing roles of specialist teachers and special schools, and for developing policy and practice with regard to inclusion.
Table of Contents
Part 1 Definitions: what do we mean by the culture of an institution?; what is involved in cultural change?; what do we mean by teaching?; what do we mean by learning?; what do we mean by including pupils with learning difficulties?. Part 2 Descriptions: what is involved in different types of teaching for teachers?; what are the necessary conditions for change - flexible teachers, flexible learners?; what is involved in different types of teaching for learners?. Part 3 Developments: how do teachers support learners and learning?; can pupils support themselves and one another in the learning process?; how can pupils become self-aware and self-directing as learners?. Part 4 Conclusions and implications: what is entailed in managing change?; what is the significance of critical dialogue?; what does the specialist sector have to offer?
Ron Babbage, Richard Byers, Helen Redding