First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils’ special needs successfully. Drawing on extensive research the author shows that the needs of a minority of ‘special’ pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils’ poor behaviour and performance. These are taken as evidence that the pupils have special needs.
Acknowledgments; Introduction; 1. Whose Special Needs? 2. Administrative and Legal Issues 3. Assessment 4. Policy and Provision for Children with Learning Problems 5. Responses to Disturbing Behaviour 6. The Hidden Curriculum, the Guidance Network and Provision for Special Needs 7. The Special Educational Needs of Teachers 8. Conclusions: Creating Special Educational Needs or Meeting Them?; References; Index
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.