Bøger i Routledge Library Editions: Special Educational Needs serien

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.

Originally published in 1977. This book is a comprehensive account of the state of knowledge about autism in the 1970s. Its main emphases are the special needs of autistic children and everyday aspects of dealing with them ¿ how to manage, teach and `treat¿ them.

First published in 1990. This study on special educational needs explores the identification of the gifted, research on gifted children and programmes, programming for young gifted children, and the socio-psychological implications of giftedness.

First published in 1995. This book explores the advances in our understanding of how schools can change and develop in order to include a wider range of students.

First published in 1985. Key topics addressed include: respect for retarded people; the notion of equal rights; terminating the lives of severely handicapped infants; and genetic engineering.

First published in 1994. This book pays tribute to the many parents and professionals who work and live with people who have learning difficulties.

First published in 1994. The authors of this book aim to make recent developments in psychological research accessible to teachers of pupils with profound and multiple learning difficulties. The authors present their own and related research in the areas of assessment, curriculum, and teaching techniques.

First published in 1992. This book recognises that the integration of deaf students into mainstream higher education raises complex and challenging problems. The authors provide an assessment of state-of-the-art practice in postsecondary settings and suggest theoretical and practical approaches to providing support.

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume.

First published in 1996. In this book, preconceived, established and sometimes narrow views of what constitutes integration, sexuality and age appropriateness are challenged and a discussion of thought-provoking alternatives are explored from the perspective of the child or adult with learning difficulties.

First published in 1993. This book critically analyses the state of provision for special needs, exploring the problems faced by practitioners and suggesting that the area is fraught with such tensions that a radical reconceptualization is necessary.

First published in 1995. This book concerns aspects of decision-making by, or on behalf of, children who have special educational needs. The book examines various themes relating to `advocacy¿, in relation to classroom practice, school organisation and professional development in all phases of education.

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation.

First published in 1997. This book examines recent and contemporary trends in training teachers in special educational needs. It views initial teacher education and subsequent professional development as part of a continuum in which significant opportunities exist for innovation.

This book, first published in 1994, explores the impact which changes in thinking and policy at national and local level have had upon the educational experiences of children and young people with special needs in England, Scotland and Wales.

First published in 1981. Drawing together a wide range of theory, evidence and practice, the present book makes out a case for a school-centred, interactionist, approach to dealing with problem behaviour.

First published in 1984. This book considers the problem of the screening of young children for special educational or medical provision from the standpoint of a whole range of professionals involved in education, health or social provision.

First published in 1992. This book provides accounts of case-study research in the area of special educational needs carried out by teachers in ordinary and special schools. Contributors discuss their experiences of the problems and possibilities of teacher research and provide advice on information-gathering, analysis and writing up.

Originally published in 1977. This book is a comprehensive account of the state of knowledge about autism in the 1970s. Its main emphases are the special needs of autistic children and everyday aspects of dealing with them ¿ how to manage, teach and `treat¿ them.

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.

This book, originally published in 1995, is about ability, not disability. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.