Moderate learning difficulties and the future of inclusion
Author(s)
Bibliographic Information
Moderate learning difficulties and the future of inclusion
RoutledgeFalmer, 2005
- : hbk
Available at 4 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [179]-189) and index
Description and Table of Contents
Description
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.
Table of Contents
1. Introduction 2. Are there children with MLD: categories, history and current issues? 3. MLD and inclusion: curriculum, teaching and inclusion issues 4. Children's perspectives on their special provision 5. Perceptions of self and of labels 6. Social interaction, acceptance and bullying pupils with MLD 7. Survey of LEA policy and practice for moderate learning difficulties 8. The future for children with MLD: as a special educational need or not?
by "Nielsen BookData"