Children's Understanding of Disability

by Ann Lewis

Overview

Children's Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact. Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities.

Product Details

ISBN-13:	9781138422001
Publisher:	Taylor & Francis
Publication date:	06/28/2017
Product dimensions:	5.44(w) x 8.50(h) x (d)

Table of Contents

1. Setting the scene 2. Views of children in segregated special education 3. Moving towards an inclusive ethos 4. Working together - the Link 7 project 5. Working together - the Link 11 project 6. end of the year - the impact of the link project 7. Conclusions and implications

Editorial Reviews

‘This is a readable and interesting book. It provides useful information to mainstream staff with little experience of children with a disability.' - - Educational Psychology in Practice

‘...a valuable resource in fostering positive attitudes to disability, and unquestionably will encourage the process of bringing equality for pupils of different abilities.' - - Education 3-13

‘Overall, I greatly enjoyed reading this interesting book and would highly recommend it...where it is of particular interest to students is in its combination of the topical subject matter...with the unusual research methodology, gaining interview data from children with learning difficulties.' - - British Educational Research Journal

'The book will provide useful detailed guidance for teachers and school psychologists who are implementing integration schemes at the classroom level.' - School Psychology International

From the Publisher