ABSTRACTSeventy-eight schools in 25 local education authorities in the South-East of England cate... more ABSTRACTSeventy-eight schools in 25 local education authorities in the South-East of England catering for profoundly retarded multiply handicapped children were surveyed using a postal method. Fifty-four special care units (SCUs) in 43 schools were visited and the head teachers of the schools and the, teachers in charge of the units were interviewed. The major results of the survey concerning the SCUs, the pupils, the classroom size and organisation, the staff, visiting professionals and voluntary help are reported. Implications with regard to educability, teacher training and curriculum are made.
Teachers of children with profound and multiple learning difficulties generally find room managem... more Teachers of children with profound and multiple learning difficulties generally find room management to be a useful approach but it may not be sufficient to help the least responsive children. Jean Ware, lecturer, and Dr Peter Evans, senior lecturer, special needs, Institute of Education, London University, suggest that development of turn taking skills may also need to be encouraged.
This book deals with educational provision for profoundly retarded multiply-handicapped children ... more This book deals with educational provision for profoundly retarded multiply-handicapped children in the Special Care Units of schools for children with Severe Learning Difficulties (SLD). The authors consider the needs of the pupils and discuss classroom provision and education programmes as well as teachers' views and attitudes. A glossary of terms covers conditions which are the main cause of handicap and a compendium of curriculum materials provides valuable information for teachers. This book should be of interest to /OREAD.
Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Educa... more Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Education and Special Educational Needs, at the University of Wales, Cardiff, report on research into the current position on the relevant qualifications of teachers, and intending teachers, in schools and units for pupils with moderate to profound learning difficulties. They suggest that there has been little consistent progress in the preparation of teachers for this work since the ACSET (Advisory Committee on the Supply and Education of Teachers) Report in 1984.
What counts as the heart of access to educational opportunities for children with learning disabi... more What counts as the heart of access to educational opportunities for children with learning disabilities depends on the context in which the issue is viewed. Globally, there can be little doubt that addressing poverty and international debt would make most difference. On a more local basis, while poverty remains the single most important factor, physical factors, location, attitudes, curriculum and the nature of the individual's disabilities are also important in facilitating or impeding access. These factors do not operate singly, but in complex interaction with each other. An examination of the literature shows a tendency for different aspects of access to be in the limelight at different times, but a great deal of progress has been made towards understanding how access can be facilitated. This paper concludes that the greatest danger lies in oversimplifying the issues and concentrating on some problems to the neglect of others. Further progress can best be achieved through tak...
ABSTRACTSeventy-eight schools in 25 local education authorities in the South-East of England cate... more ABSTRACTSeventy-eight schools in 25 local education authorities in the South-East of England catering for profoundly retarded multiply handicapped children were surveyed using a postal method. Fifty-four special care units (SCUs) in 43 schools were visited and the head teachers of the schools and the, teachers in charge of the units were interviewed. The major results of the survey concerning the SCUs, the pupils, the classroom size and organisation, the staff, visiting professionals and voluntary help are reported. Implications with regard to educability, teacher training and curriculum are made.
Teachers of children with profound and multiple learning difficulties generally find room managem... more Teachers of children with profound and multiple learning difficulties generally find room management to be a useful approach but it may not be sufficient to help the least responsive children. Jean Ware, lecturer, and Dr Peter Evans, senior lecturer, special needs, Institute of Education, London University, suggest that development of turn taking skills may also need to be encouraged.
This book deals with educational provision for profoundly retarded multiply-handicapped children ... more This book deals with educational provision for profoundly retarded multiply-handicapped children in the Special Care Units of schools for children with Severe Learning Difficulties (SLD). The authors consider the needs of the pupils and discuss classroom provision and education programmes as well as teachers' views and attitudes. A glossary of terms covers conditions which are the main cause of handicap and a compendium of curriculum materials provides valuable information for teachers. This book should be of interest to /OREAD.
Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Educa... more Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Education and Special Educational Needs, at the University of Wales, Cardiff, report on research into the current position on the relevant qualifications of teachers, and intending teachers, in schools and units for pupils with moderate to profound learning difficulties. They suggest that there has been little consistent progress in the preparation of teachers for this work since the ACSET (Advisory Committee on the Supply and Education of Teachers) Report in 1984.
What counts as the heart of access to educational opportunities for children with learning disabi... more What counts as the heart of access to educational opportunities for children with learning disabilities depends on the context in which the issue is viewed. Globally, there can be little doubt that addressing poverty and international debt would make most difference. On a more local basis, while poverty remains the single most important factor, physical factors, location, attitudes, curriculum and the nature of the individual's disabilities are also important in facilitating or impeding access. These factors do not operate singly, but in complex interaction with each other. An examination of the literature shows a tendency for different aspects of access to be in the limelight at different times, but a great deal of progress has been made towards understanding how access can be facilitated. This paper concludes that the greatest danger lies in oversimplifying the issues and concentrating on some problems to the neglect of others. Further progress can best be achieved through tak...
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