First published in 1991. This book provides a comprehensive view of the needs of pupils with severe learning difficulties and considers the attitudes of parents, teachers, administrators and the pupils themselves. It offers practical approaches to assessment and curriculum design; the management of the classroom environment; approaches to classroom evaluation; pupils from minority groups; collaboration with other professionals; integration and stress and the classroom teacher.
Contributors; Acknowledgements; Foreword Professor R. Gulliford; Preface; Part One; 1. Historical Review Christina Tilstone 2. Parents’ Views Joginder Phull, Frances Young and Betty Cowley 3. Pupils’ Views Christina Tilstone 4. Parents and Professionals Robert Dolton and John Visser; Part Two; 5. Influences on Curriculum Design and on Assessment Penny Lacey, Beryl Smith and Christina Tilstone 6. Dual Disablement Sudarshan Abrol, Christina Tilstone and Elizabeth Yates 7. Managing the Classroom Environment Penny Lacey 8. Working Collaboratively within a Multi-disciplinary Framework Frank Steel 9. Classroom Evaluation Christina Tilstone 10. The Class Teacher and Stress Christina Tilstone; Part Three; 11. Changing Attitudes Barry Carpenter, Julie Moore and Sylvia Lindoe; Author Index; Subject 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.