This book, originally published in 1995, is about ability, not disability. It is about what children can do and how they can progress. All children have the moral, ethical and legal right to be educated, no matter what barriers society puts in their way because of their physical disabilities. Dual sensory impaired children, like all others, have the right under the Education Reform Act, 1988, to a broadly-based and balanced curriculum that is appropriate to their needs since they, like any children, will not develop educationally unless that curriculum is appropriate to their needs. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.
List of Abbreviations; Contributors to this Book; Foreword Jessica Hills; Introduction: Recognising and Developing Ability David Etheridge; 1. Educational Assessment of Deafblind Learners Stuart Aitken 2. Rebound Therapy as a Method of Developing and Assessing Communication Ruth Farrow 3. Objects of Reference Marion McLarty 4. Multi-Sensory Rooms and Dual Sensory Impairment: Use and Design Richard Hirstwood 5. The Educational Benefits of Reflexology for Children with Dual Sensory Impairments Sylvia Povey and David Etheridge 6. Working with Families of Dual Sensory Impaired Children: A Professional Perspective June Allen 7. The Training and Role of Intervenors in One Region of Britain Jonathan Griffiths 8. A Consortium Approach to Staff Development John Kaye and Keith Humphreys 9. Coals to Newcastle: Enriching and Extending Educational Provision Through Regionalisation David Etheridge
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.