First published in 1994. The authors of this book aim to make recent developments in psychological research accessible to teachers of pupils with profound and multiple learning difficulties. The authors present their own and related research in the areas of assessment, curriculum, and teaching techniques, taking care to point out the range, relevance and limitations of findings in the context of pupils with PMLDs. As this is an area of acute training need, the book will meet a real need for a broad current perspective on good practice. The needs of pupils at primary and secondary levels are considered and case studies are used to exemplify some of the challenges and approaches discussed.
Table of Contents
Contributors; Preface; 1. Conceptualizing Progress in Children with Profound and Multiple Learning Difficulties Jean Ware and Ian Healey 2. Opening the Communication Curriculum to Students with PMLDs Juliet Goldbart 3. Implementing the 1988 Act with Pupils with PMLDs Jean Ware 4. Proving Integration Works: How Effective is the Integration of Students with PMLDs into the Mainstream of an SLD School in Increasing their Opportunities for Social Interaction? Richard O’Connell 5. Microcomputers: Do they have a Part to Play in the Education of Children with PMLDs? Sheila M. Glenn and Yvonne O’Brien 6. Classroom Organisation Jean Ware 7. Using Interaction in the Education of Pupils with PMLDs (i) Creating Contingency-sensitive Environments Jean Ware 8. Using Interaction in the Education of Pupils with PMLDs (ii) Intensive Interaction: Two Case Studies Judith Watson; Bibliography; Index