First published in 1989. The 1984 Act and the Warnock Report urged greater integration of pupils with special needs into ordinary schools. This book examines how schools cope with a wide variety of special needs – ranging from emotional and behavioural problems to physical disabilities and including the problem faced by gifted children – and assesses how successful the integration of children with special needs can be for both teachers and pupils.
The author recommends the whole school approach where heads, form teachers, subject teachers, the special needs departments and parents work together in making the curriculum as accessible to as many students as possible. The whole school approach enables the fullest participation of all the children in the life of the school whatever their special needs.
This book provides an extremely clear-sighted and positive analysis of integration and will be invaluable to all heads and teachers teaching, remediating or counselling children with special needs.
Foreword; Preface; 1. Towards Integration 2. The Pupils 3. The Whole School Approach 4. The Curriculum 5. Learning and Teaching 6. Organising for Special Needs 7. The Special Needs Department 8. The Special Needs Teacher 9. The Subject Department 10. The Form Teacher 11. Assessments and Records 12. Parents and the Community 13. Staff Development 14. Evaluation 15. Support Services 16. Conclusion; Appendices; 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.