First published in 1981. Teaching handicapped children confronts us with the challenge of having to plan, deliberately and systematically, how to teach a child to look, listen, move, explore, play, relate to others and to understand and speak their own language – all skills which do not normally have to be taught at all. This book, based on a lifetime’s experience of working with handicapped people of all ages, provides a basic understanding of the effects of a handicap on a child’s development.
Acknowledgments; Foreword; Introduction; 1. Handicaps and Learning: Theory and Practice 2. Secondary Handicaps (1): Delay of General Development and Social Interaction 3. Secondary Handicaps (2): Fragmented Experience and Fragmented Learning 4. The Effects of Fragmented Experience and Learning on General Behaviour 5. Handicaps as Obstacles to the Process of Learning 6. Motives for Learning 7. Special Conditions for the Development and Learning of Handicapped Children 8. Teaching Plans for Handicapped Children 9. Teaching Plans for Mentally Handicapped Children 10. Teaching Plans for Physically Handicapped Children 11. Teaching Plans for Socially Handicapped Children 12. Free Play and Special Education; Summary and Conclusions; Bibliography; 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.