In this Collected Works, Professor Peter Mittler brings together twenty-one of his key writings in one essential volume, providing a distinctive commentary on some of the most important issues in education over the last thirty years.
This unique collection illustrates the development of Professor Mittler’s thinking over the course of a long and esteemed career, encompassing his work on the origins of under-achievement, the ways in which obstacles to learning can be understood and overcome and the importance of human rights for all marginalised minorities. It follows the thread of his growing awareness that human development depends on a series of complex interactions between the ‘double helix’ of nature and nurture.
One of the world’s most respected and eminent scholars of the field of special needs and inclusive education, Professor Mittler includes chapters from his best-selling books and selected articles from leading journals, providing the reader with a chronological and global perspective on his work and thinking, and the impact it had at and beyond the time of writing.
READING 1: Towards a More Equitable Society for All? Chapter 16: Thinking Globally Acting Locally: A Personal Journey. Pp. 381-388. Milton Keynes and Bloomington, Ind.: Author House, 2010.
READING 2: ‘Planning for the 2040s: everybody’s business’, British Journal of Special Education, 35, 1, 3-10, 2008.
READING 3: ‘Psychological Assessment’, in Wing, J.K. (ed.) Early Childhood Autism: Clinical, Educational and Social Aspects, Oxford: Pergamon. pp. 145-158, 1966.
READING 4: Working Towards Inclusive Education: Social Contexts, Chapter 10 Parents and Teachers, pp. 151-170, Fulton 2000.
READING 5: Psychological Assessment of Mental and Physical Handicaps. Chapter 28 Overview, pp. 819-826. London: Methuen, 1970.
READING 6: The Study of Twins: London: Penguin Science of Behaviour. Conclusions: pp. 149-160, 1971.
READING 7: The Study of Learning Processes in the Mentally Handicapped, in Mittler, P. (ed.) The Work of the Hester Adrian Research Centre: A Report for Teachers, Monograph Supplement, Teaching and Training, 8, 4-8, 1970.
READING 8: ‘Research to practice in the field of handicap’, Journal of Practical Approaches to Developmental Handicap, 1, 1, 4-9.
READING 9: ‘Educating pupils with intellectual disabilities in England: thirty years on’, International Journal of Disability, Development and Education, 49, 2, 145-160, 2002.
READING 10: ‘Preparing for self-advocacy’, in Carpenter, B., Ashdown, R. and Bovair, K. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties, 2nd edn, London: David Fulton Publishers, pp. 328-345, 2001.
READING 11: ‘Training for the 21st Century’, British Journal of Special Education, 8, 2, 8-12, 1981.
READING 12: ‘Professional development for special needs education’, in Lunt, I. and Norwich, B., with Varma, V. (eds). Psychology and Education for Special Needs: Recent Developments and Future Directions, Aldershot: Ashgate. Pp. 211- 228, 1995.
READING 13: ‘Integration: the shadow and the substance’. Educational and Child Psychology, 2, 3, 8-22, 1985.
READING 14: Editorial Foreword, Special Needs in Ordinary Schools Series. London: Cassell, pp vi-xiii, 1987.
READING 15: ‘Educational entitlement in the 90s’, Support for Learning 7, 4, 145-151, 1992.
READING 16: ‘Into the future: tensions and dilemmas’. in Mittler, P. Working Towards Inclusive Education: Social Contexts, chapter 11, pp. 171-189. London: David Fulton Publications, 2000.
READING 17: ‘Warnock and Swann: similarities and differences’, in Verma, G. (ed) Education for All: A Landmark in Pluralism, London: Falmer Press. pp. 192-208, 1989.
READING 18: ‘The global context of inclusive education: the role of the United Nations’, in Mitchell, D. (ed) Contextualising Inclusive Education: Evaluating New and Old Perspectives, London: Routledge, pp 22-36 , 2005.
READING 19: ‘Quality of Life and Services for People with Disabilities’. in Fairbairn, G. & Fairbairn, S. (eds.) Ethical Issues in Caring. Aldershot: Avebury, pp. 147-161. 1988.
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.