"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions." Educational Review What, if anything, is ‘special’ about teaching children with special or exceptional learning needs?  This book addresses this question, looking at pupils’ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs. Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that ‘good teaching is good teaching for all’ and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book.  Leading researchers in each special needs field defend and critique a conceptual analysis of teaching strategies used with particular learner groups with special educational needs. Summaries by the editors after each chapter link pedagogic strategies, knowledge and curriculum to key points from the chapter and pave the way for discussion.  This book is indispensable reading for students, policy makers, researchers and professionals in the field of special educational needs and inclusion.

Special Teaching for Special Children

Education & Teaching

Lewis, Ann

Norwich, Brahm

Schools & Teaching

Open University Press

This book takes an in-depth look at how education and psychology relate to each other, and at the current state of this relationship. Through comprehensive analysis of the ideological, historical, social and professional contexts of this interaction, the author develops the theme that, despite basic differences in aims, the fields are interconnected.

Education and Psychology in Interaction: Working With Uncertainty in Interconnected Fields (Routledge Research in Education)

Routledge

Moderate Learning Difficulties and the Future of Inclusion

Children with mild to moderate learning difficulties (MLD) make up the largest sub-group of children requiring special educational needs, and yet they are often neglected in terms of research and in their influence on future Government policies. This book, based on a Nuffield Foundation research project, considers the perspectives of children with moderate learning difficulties, reviewing relevant issues such as:* identification of children with MLD;* appropriate curriculum and pedagogy;* inclusion in mainstream schools; * their identity and self-perception.The authors weave their findings into a wider review of current research in the MLD field and use a range of perspectives, from the professional, to psychological and sociological.This is a contemporary look at MLD that discusses the historical and policy context , origins and justification for having a category for MLD. Students, researchers, and academics that are active in the field of inclusive education will find this an insightful and comprehensive text.

Kelly, Narcie

**Shortlisted for the nasen Special Educational Needs Academic Book award 2008** Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: <ul>
<li>identification – whether to identify students as having special educational needs / disabilities or not? </li> <li>curriculum – how much of a common curriculum is relevant to these students? </li> <li>placement – can appropriate learning can take place in ordinary schools and classes or not?</li> </ul>
This ground-breaking book examines professional educators and administrators at national and local authority level across three countries – England, USA and the Netherlands – and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.

Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions

Politics & Social Sciences

Sociology

Social Sciences

Addressing Tensions and Dilemmas in Inclusive Education

Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: <ul>
<li>identification and classification;</li> <li>current national and international conceptions;</li> <li>pedagogic and curriculum issues;</li> <li>organisation of schooling;</li> <li>parental and student perspectives;</li> <li>the contribution of research to policy and practice.</li> </ul>
Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

Addressing Tensions and Dilemmas in Inclusive Education: Living with uncertainty

Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: <ul>
<li>identification and classification;</li> <li>current national and international conceptions;</li> <li>pedagogic and curriculum issues;</li> <li>organisation of schooling;</li> <li>parental and student perspectives;</li> <li>the contribution of research to policy and practice.</li> </ul>
Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

The British government has made a major commitment to inclusive education. Fewer pupils are now educated in special schools, but there has been a major growth in the number of pupils with Statements in mainstream schools; inclusive education poses a series of major challenges to an already challenged education systems. The authors ask what are the limits to inclusion, and raise and explore answers to the question of how far effective schools can be inclusive. They examine the assumptions of the Green Paper review of special educational provision and analyze the proposals contained in the recent SEN Action program.

Can Effective Schools be Inclusive Schools? (Perspectives on Educational Policy)

Lunt, Ingrid

Institute of Education

See the best price to sell, buy, or rent books by Norwich, Brahm. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Norwich, Brahm

See the best price to sell, buy, or rent books by Norwich, Brahm. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Special Teaching for Special Children

Education and Psychology in Interaction: Working With Uncertainty in Interconnected Fields (Routledge Research in Education)

Moderate Learning Difficulties and the Future of Inclusion

Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions

Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions

Addressing Tensions and Dilemmas in Inclusive Education: Living with uncertainty

Addressing Tensions and Dilemmas in Inclusive Education

Can Effective Schools be Inclusive Schools? (Perspectives on Educational Policy)

Addressing Tensions and Dilemmas in Inclusive Education

Addressing Tensions and Dilemmas in Inclusive Education