This highly topical book suggests that distinctions should be made between kinds of special need, and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings.
This highly topical book suggests that distinctions should be made between kinds of special need, and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr Ruth Cigman is lecturer in philosophy at Birbeck Faculty of Continuing Education, University of London, UK. Baroness Warnock, Peer and lead author of The Warnock Report (1978) that radically shaped UK education policy.
Inhaltsangabe
Part 1: Moderate Inclusion and the Case for Special Schools 1. A Defence of Moderate Inclusion and the End of Ideology 2. Rights, Efficacy and Inclusive Education 3. Children with Autistic Spectrum Disorders 4. Speaking as a Parent: Thoughts about Educational Inclusion for Autistic Children 5. 'Jig-Sawing It Together': Reflections on Deaf Pupils and Inclusion 6. The Road to Marrakech: Reflections on Small Schools and Fragile Children 7. Diversity and Choice for Children with Complex Needs Part 2: Philosophical and Practical Perspectives on Inclusive Education 8. Dilemmas of Inclusion and the Future of Education 9. Reforming Special Educational Needs Law: Vocabulary and Distributive Justice 10. Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs 11. Meeting Additional Educational Needs With or Without Statements 12. But What about the Others: Patterns of Student Achievement in Inclusive Schools 13. Towards a More Inclusive Education: A Consideration of the Future Roles of Special Schools 14. Visions for the Village: A New Framework for Inclusive Learning 15. Inclusion through Technology for Autistic Children 16. Disaffected, Distressed and Distressing: What Can We Do about Pupils Who Present Social, Emotional and Behavioural Difficulties? 17. Nurture Groups: Making Inclusion Work for Difficult and Disadvantaged Children
Part 1: Moderate Inclusion and the Case for Special Schools 1. A Defence of Moderate Inclusion and the End of Ideology 2. Rights, Efficacy and Inclusive Education 3. Children with Autistic Spectrum Disorders 4. Speaking as a Parent: Thoughts about Educational Inclusion for Autistic Children 5. 'Jig-Sawing It Together': Reflections on Deaf Pupils and Inclusion 6. The Road to Marrakech: Reflections on Small Schools and Fragile Children 7. Diversity and Choice for Children with Complex Needs Part 2: Philosophical and Practical Perspectives on Inclusive Education 8. Dilemmas of Inclusion and the Future of Education 9. Reforming Special Educational Needs Law: Vocabulary and Distributive Justice 10. Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs 11. Meeting Additional Educational Needs With or Without Statements 12. But What about the Others: Patterns of Student Achievement in Inclusive Schools 13. Towards a More Inclusive Education: A Consideration of the Future Roles of Special Schools 14. Visions for the Village: A New Framework for Inclusive Learning 15. Inclusion through Technology for Autistic Children 16. Disaffected, Distressed and Distressing: What Can We Do about Pupils Who Present Social, Emotional and Behavioural Difficulties? 17. Nurture Groups: Making Inclusion Work for Difficult and Disadvantaged Children
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