Special Educational NeedsRonald Gulliford, Graham Upton The contributors focus on particular areas of special educational need, arguing that effective educational provision can be enhanced with reference to the particular problems experienced by children. Set in the context of a generic understanding of special education, this timely book addresses commonly-raised questions: what is the condition and how can I recognise it? why does it occur? what sort of educational, personal, and social consequences are there associated with it? are there any specialist skills and resources which I should know about? what are the implications for educational provision, teacher support, curricular access, assessment and classroom management? This popular book has been fully revised to provide a comprehensive overview of special needs provision. A such it is the key text on special needs in the '90s. |
Contents
| 1 | |
1 Curriculum issues | 13 |
2 Management of special needs | 29 |
3 Learning difficulties | 41 |
4 Severe learning difficulties | 61 |
5 Speech and language difficulties | 77 |
6 Emotional and behavioural difficulties | 93 |
7 Visual impairments | 111 |
8 Hearing impairments | 129 |
9 Physical disabilities | 149 |
10 Psychological and healthrelated problems | 165 |
11 Multisensory impairments | 185 |
| 203 | |
| 209 | |
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Common terms and phrases
ability activities adult AIDS appropriate areas assessment auditory aware behavioural difficulties behavioural problems Bovair cause cent cerebral palsy Child Abuse Child Sexual Abuse child’s children with multi-sensory children with severe children with special children with speech classroom communication David Fulton deaf developmental disabilities educational provision effects emotional and behavioural environment example experience factors Falmer Falmer Press function handicapped hearing impairment hearing loss hearing-impaired children HMSO identified individual infection integration interaction intervention involved language difficulties language disorders London mainstream schools middle ear Milton Keynes multi-sensory impairment National Curriculum normal ordinary schools parents physical impairment programmes pupils with special reading relation responses result Roger role sensory severe learning difficulties sexual abuse sexual behaviour skills social special educational needs special needs special schools specific speech and language teaching understanding University of Birmingham vision visually impaired Warnock Report