Drawing upon practice and school-based development work, this book addresses three major themes in the education of pupils with a range of special educational needs: pupil empowerment and enhanced self-esteem - including pupils becoming aware of themselves as learners, as active partners in the learning process and involvement in school development; impact upon school ethos and culture - including leadership, collaboration, pedagogy, teacher attitude, teaching and learning styles; the inclusion debate - including preparing pupils for reintegration.

This second edition is revised and updated to take full account of recent developments in special needs. The core of the book focuses on planning for well-differentiated curriculum implementation. It describes a variety of models that explore progression, continuity, relevance and inclusion for pupils with special educational needs. The authors also offer an analysis of curriculum management issues in the light of the theoretical and statutory background since the latest revisions of the National Curriculum and the Code of Practice.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.