First published in 1993. Any political system must respond to the needs of its’ peoples and the European Community was no exception. This book, an all-round guide to the education of pupils with special educational needs in Europe, examines the policy and practice of special education in what were the twelve EC countries. The process of integrating pupils with special educational needs into mainstream schooling was an educational priority in the practice of many EC countries. The means of achieving this aim are reviewed, as well as an evaluation of the progress in different national...

First published in 1987. Most non-handicapped children entering school are prepared for the school curriculum in that they have acquired, incidentally, a range of skills that are needed for school-type attainments (reading, numbers, etc.). However, by definition mentally handicapped children make slower progress and do not learn so easily in this indirect fashion.

This book is a manual presenting a programme which sets specific objectives and methods by which mentally handicapped children can be taught the basic prerequisites of school success. Implicit in this intention is the...

First published in 1986. Following the Warnock report, schools attempted to integrate the teaching of children with special needs into ordinary classrooms. Many teachers had no experience of teaching children with special needs and the new developments were likely to pose a substantial challenge. This book provides a guidance for inexperienced, especially new, teachers in how to teach children with special needs in ordinary classrooms. An important feature of the book is realism – the book grows out of the author’s own experiences and research. The author describes what really happens...

First published in 1988. Language is an important developmental ability which facilitates communication both at home and at school. It is also the foundation of many of a child’s learning experiences in school. A certain level of language is often a pre-requisite both for success in particular curriculum areas and for the ability to conceptualise generally. Language developing is thus a major concern for those who work with mentally handicapped children and it has come to be regarded as one of the main objectives within the special school curriculum.

This book is concerned with...

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and...

First published in 1951. This book examines the challenges and difficulties that schools may face when it comes to the teaching of children with special needs. The author explores the argument that any challenges can be eliminated by the expenditure of more money, or whether these challenges cannot be solved merely by increased expenditure and a well-directed administrative effort to provide teachers, classrooms and materials.

First published in 1982. After the economic crises of the late seventies and early eighties, remedial education was affected particularly badly. Due to lack of funding, a child had to be labelled and diagnosed before they could receive any remedial education. For some children this labelling produced unintended and destructive consequences. The author examines this context of failure, and analyses various approaches to remedial education.

Originally published in 1989. Drawing on extensive teaching and research experience, Bernadette Walsh provides a practical approach to teaching pupils with language learning difficulties in the secondary school. Many of these pupils enter secondary school believing themselves to be failures in all areas because of their inability to express themselves in words. Walsh emphasises that learning difficulties of this sort often stem from emotional problems and can only be overcome by establishing warm teacher-pupil relationships based on trust and mutual acceptance and fostered by the spoken...

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.

First published in 1997. This book compares and contrasts the experiences of deviant pupils in a mainstream school with that of those in a special unit for pupils with behavioural problems. The author’s aims are to (i) evaluate the differences between the behaviour of deviant boys and girls within the mainstream education system with those without; and (ii) justify the criteria for transferring deviant pupils to special units.

Her research shows that there is no uniformity in the deviant behaviour of pupils in either situation. In fact, there are more similarities in the...