First published in 1986. The teaching of children with severe learning difficulties had received little coherent critical analysis. Long-held assumptions and implicit beliefs were embedded in curriculum content and teaching methodology, thus creating and maintaining handicapping conditions. This book raises questions about underlying value judgments relating to the status and rights afforded to children with severe learning difficulties and the implications for education and teaching. Possibilities for change are discussed in relation to the curriculum, the content of the educational programme and the teacher-pupil relationship.
Acknowledgments; Introduction; 1. The Saga of Curriculum Innovation 2. Learning to be Independent? 3. Teaching – Relations and Processes of Imposition 4. Breaking the Mould 5. A New Deal?; Bibliography; General Index; Author 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.