First published in 1986. Aimed at teachers, students and related professions this book serves to bridge the gap between the theory and practice of educating pupils with severe learning difficulties. In the light of the 1981 Education Act it is crucial to identify, and subsequently meet, the needs of these pupils. This can only be done by an in-depth understanding of curriculum design, child development and the learning process. This book incorporates these aspects together with an appreciation of teaching techniques and school and classroom organisation. It explains how the parents, school staff and linked agencies complement this procedure.
Table of Contents
Acknowledgements; Foreword Peter Mittler; Introduction Judith Coupe and Jill Porter; Part One: Curriculum Method and Organisation; 1. The Curriculum Intervention Model (CIM) Judith Coupe 2. Beyond a Simple Behavioural Approach Jill Porter 3. Classroom Management Peter Sturmey and Tony Crisp; Part Two: Factors Influencing Learning and Development; 4. The Development of Personality and Emotion Sarah Sandow 5. The Development of Cognition and Perception Nigel Carden 6. Motor Competence in Children with Mental Handicap James Hogg 7. The Development of Language and Communication Juliet Goldbart 8. The Learning Process Peter Evans 9. Sensory Handicap Chris Williams and David Ellis; Part Three: The People Involved; 10. Parents and Partners Philippa Russell and Helen McConachie 11. The Role of the School Staff Mike Johnson 12. The Role of the Linked Agencies Peter Farrell, Sue Roulstone, Ann Grimley, Angela Foulkes, Richard Fitzsimons, Alison Frankenberg, Jim Dale, Richard Cotmore, Jim Buggy and Ian McKinlay; Index