Bøker i Routledge Library Editions: Special Educational Needs-serien

First published in 1981. Drawing together a wide range of theory, evidence and practice, the present book makes out a case for a school-centred, interactionist, approach to dealing with problem behaviour.

First published in 1990. This study on special educational needs explores the identification of the gifted, research on gifted children and programmes, programming for young gifted children, and the socio-psychological implications of giftedness.

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively.

First published in 1993. This book critically analyses the state of provision for special needs, exploring the problems faced by practitioners and suggesting that the area is fraught with such tensions that a radical reconceptualization is necessary.

First published in 1995. This book concerns aspects of decision-making by, or on behalf of, children who have special educational needs. The book examines various themes relating to `advocacy¿, in relation to classroom practice, school organisation and professional development in all phases of education.

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation.

First published in 1991. This work, published in honour of Professor Peter Mittler, is concerned with the prospects for people with severe learning difficulties and how they have developed since the 1960s.

First published in 1997. This book examines recent and contemporary trends in training teachers in special educational needs. It views initial teacher education and subsequent professional development as part of a continuum in which significant opportunities exist for innovation.

This book, first published in 1994, explores the impact which changes in thinking and policy at national and local level have had upon the educational experiences of children and young people with special needs in England, Scotland and Wales.

First published in 1984. This book considers the problem of the screening of young children for special educational or medical provision from the standpoint of a whole range of professionals involved in education, health or social provision.

First published in 1992. This book provides accounts of case-study research in the area of special educational needs carried out by teachers in ordinary and special schools. Contributors discuss their experiences of the problems and possibilities of teacher research and provide advice on information-gathering, analysis and writing up.

First published in 1992. This book draws together a range of contributions from leading figures in special education worldwide, to emphasise assessment in the service of prevention, of teaching, and of mainstreaming and integration.

First published in 1986. Aimed at teachers, students and related professions this book serves to bridge the gap between the theory and practice of educating pupils with severe learning difficulties.

This book, originally published in 1995, is about ability, not disability. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.

Originally published in 1977. This book is a comprehensive account of the state of knowledge about autism in the 1970s. Its main emphases are the special needs of autistic children and everyday aspects of dealing with them ¿ how to manage, teach and `treat¿ them.