Developing Holistic Education: A Case Study of Raddery School for Emotionally Damaged Children, 1st Edition (Paperback) book cover

Developing Holistic Education

A Case Study of Raddery School for Emotionally Damaged Children, 1st Edition

By Philip Seed


196 pages

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Paperback: 9781138588097
pub: 2020-02-15
Available for pre-order. Item will ship after 15th February 2020
Hardback: 9781138588059
pub: 2018-08-16
eBook (VitalSource) : 9780429492495
pub: 2018-09-03
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First published in 1992. At one level, this book is about the care and education of children with very special needs. The needs result from emotional damage which impinges on their lives both at school and at home. At another level, it is about the development of a holistic approach to education – applicable to all children generally.

The first part of the book describes the Raddery experience – a school set up in 1979 based on a holistic and therapeutic community approach to children with special needs. The second part of the book examines the implications of the Raddery experience for educational and child-care policy and practice at a time when there has been growing emphasis on integrating children with special needs into mainstream schools. Are the needs of the children at Raddery very different from others who have been successfully retained in normal classes? If Raddery, and schools like it, have a particular contribution, what is their secret? Can it be shared with ordinary schools?

Table of Contents

Foreword Sir Kenneth Alexander; 1. Introduction – A Very Special School for Children with Very Special Needs; Part One: The Raddery Experience; 2. Raddery as a Community 3. Raddery as a School 4. The Raddery Experience Viewed by Children, Parents and Staff 5. Raddery in Context; Part Two: Policy and Practice Implications; 6. Residential Child Care 7. Special Education 8. Preparation for Inter-Dependant Living 9. Return to Raddery and Summary of Conclusions; Index

About the Series

Routledge Library Editions: Special Educational Needs

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.

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