Search results for ‘Subject term:"learning disabilities"’ Sort:
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Special educational needs: report of the Committee. H.M. Warnock, Chairman
- Author:
- COMMITTEE OF ENQUIRY INTO THE EDUCATION OF HANDICAPPED CHILDREN AND YOUNG PEOPLE
- Publisher:
- HMSO
- Publication year:
- 1978
- Place of publication:
- London
Report of the Warnock Committee.
Waiting games
- Author:
- NOBLE Laura
- Journal article citation:
- Community Care, 30.10.97, 1997, p.9.
- Publisher:
- Reed Business Information
Reports on how one woman's experience of fighting for her autistic son's rights illustrates some of the pitfalls in the government's approach to special education needs.
A meaningful partnership
- Author:
- STOBBS Philippa
- Journal article citation:
- Coordinate, 68, November 1998, pp.6-7.
- Publisher:
- National Early Years Network
Reports on how some parental partnership schemes for parents of children with special educational needs have sought to forge links with the parents of younger children, and considers how parent partnership schemes and early years professionals might work more closely together.
Educational programmes for children with special needs in Jordan
- Author:
- HADIDI Muna S.Z.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(2), June 1998, pp.147-154.
- Publisher:
- Taylor and Francis
Describes the development of educational programmes for children with special need in Jordan. An overview of historical highlights and main problems and needs is presented. Provides information about current concerns and trends related to development of special education in Jordan, training of special education teachers, family problems, early intervention, and attitudes to mainstreaming.
Thirty years of change: children with special educational needs
- Author:
- WOLFENDALE Sheila
- Journal article citation:
- Children and Society, 7(1), 1993, pp.82-94.
- Publisher:
- Wiley
With reference to reports and educational legislation as key markers, traces developments in special educational needs over 30 years. The terms 'special educational needs' and 'needs' are critically appraised, the effects and impact of reports is examined and two notably significant areas are singled out to chart change over time, namely, working with parents and integration. Finally, the notion of shared responsibility is outlined as a formula for ensuring policy and maintaining provision for special educational needs.
Understanding children with special needs
- Authors:
- STOW Lynn., SELFE Lorna
- Publisher:
- Unwin Hyman
- Publication year:
- 1989
- Pagination:
- 299p., tables, bibliog.
- Place of publication:
- London
The changing concept of special education; learning difficulties and why they occur; physical and sensory disorders and disabilities; maladjustment, emotional and behavioural difficulties; and meeting special educational needs.
International perspectives on special educational needs
- Editors:
- BROCK Colin, GRIFFIN Rosarii
- Publisher:
- John Catt Educational
- Publication year:
- 2000
- Pagination:
- 329p.
- Place of publication:
- Saxmundham, Suffolk
This book includes discussions from a wide range of countries, with some emphasis on cases from Europe and North America whence the main trends towards provision for learners with special educational needs have emerged. In general, the authors are concerned with policies and patterns rather than the technical discussion of particular forms of disadvantage and detailed pedagogical responses to the challenges they present. The book illustrates, how policies and provision in respect of special educational needs are affected by the globalisation/localisation relationship.
The effectiveness of solutions-focused therapy with children in a school setting
- Authors:
- FRANKLIN Cynthia, et al
- Journal article citation:
- Research on Social Work Practice, 11(4), July 2001, pp.411-434.
- Publisher:
- Sage
Examines the effectiveness of solutions-focused therapy with children in a school setting using AB single-case designs. The research team provided 5 to 10 sessions of solution-focused therapy services to seven children who were referred with learning disabilities and classroom behaviourial problems. Data from Conners Teacher Rating Scales were analyzed using visual analysis of the data in relationship to clinical change scores, effect sizes, and improved percentage scores. Results indicate that solution-focused therapy was followed by positive changes on a range of behaviourial problems. Concludes that solution-focused therapy shows promise for helping special education students with their academic difficulties and classroom behaviours.
The SEN Bill: fine principles but will it work in practice?
- Author:
- ASPIS Simone
- Journal article citation:
- Community Living, 14(3), January 2001, pp.10-11.
- Publisher:
- Hexagon Publishing
As the Special Educational Needs (SEN) Bill reaches its final stages in parliament, the author argues that although the Bill gives disabled children and those with special education needs the right to mainstream education, mixing SEN and disability could lead to confusion and to some children, particularly those in care, failing to benefit.
Do special schools have a role in supporting the process of inclusion
- Authors:
- TILSTONE Christina, ROSE Richard
- Journal article citation:
- Tizard Learning Disability Review, 5(4), November 2000, pp.35-43.
- Publisher:
- Emerald
The future provision of education for pupils with special educational needs is at the heart of an international debate, and the inclusion of all pupils in mainstream schools has been the subject of many papers and discussions. In this paper, the authors observe that, despite general acceptance of humanistic arguments, there remains a dearth of research into the efficacy of inclusive practices. In calling for more evaluation, they suggest that the role of special schools for pupils with the most complex learning needs has been overlooked, and that their potential expertise should be harnessed in the move towards inclusion.