ISBN10: 0335214053, ISBN13: 9780335214051, [publisher: Open University Press] Softcover This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:9780335214051
[Lincoln, United Kingdom] [Publication Year: 2005]

ISBN10: 0335214053, ISBN13: 9780335214051, [publisher: Open University Press] Softcover This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:9780335214051
[Lincoln, United Kingdom] [Publication Year: 2005]

ISBN10: 0335214053, ISBN13: 9780335214051, [publisher: Open University Press, Milton Keynes] Softcover First Edition Paperback. "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 ReviewWhat, 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 ...