First published in 1994. This book pays tribute to the many parents and professionals who work and live with people who have learning difficulties. Enabling people with learning difficulties to take control may be achieved in a number of ways, ranging from systematic application of theory in programmes of learning and development, to a largely intuitive response. The Editors hope that the issues and reflections raised in this book will inspire all practitioners to continue to adopt an enquiring attitude towards ways in which people with learning difficulties can exert effective control over the operation of their lives.
Table of Contents
Introduction Judith Coupe-O’Kane and Beryl Smith; Notes on Contributors; Foreword Juliet Goldbart; 1. Handing over Control to People with Learning Difficulties Beryl Smith 2. Meaningful Content and Contexts for Learning Judith Coupe-O’Kane, Jill Porter and Allison Taylor 3. Language, Communication and Personal Power: A Developmental Perspective John Harris 4. Profound and Multiple Learning Difficulties Mark Barber and Chris Wilkinson 5. Some Implications of the High/Scope Curriculum and the Education of Children with Learning Difficulties Suzie Mitchell 6. Teaching as Dialogue: Teaching Approaches and Learning Styles in Schools for Pupils with Learning Difficulties Richard Byers 7. Taking Control with the Help of the Technical and Vocational Education Initiative and Records of Achievement Steve Parker 8. The Role of Student Committee in Promotion of Independence among School Leavers Keith Winup 9. Increasing the Personal Effectiveness of Adults in the Community Barbara Speake and Huw John 10. An Ordinary Life for Special People Roy McConkey 11. In the Family Mary and Christopher Lodge and Angela Jones; References; Index