Moderate Learning Difficulties and the Future of Inclusion

Nonfiction, Reference & Language, Education & Teaching, Reference, Special Education
Cover of the book Moderate Learning Difficulties and the Future of Inclusion by Narcie Kelly, Brahm Norwich, Taylor and Francis
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Author: Narcie Kelly, Brahm Norwich ISBN: 9781134363339
Publisher: Taylor and Francis Publication: April 15, 2013
Imprint: Routledge Language: English
Author: Narcie Kelly, Brahm Norwich
ISBN: 9781134363339
Publisher: Taylor and Francis
Publication: April 15, 2013
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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