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Foreword | ||
Acknowledgements | ||
About the Authors | ||
Ch. 1 | Making special education inclusive: mapping the issues | 1 |
Ch. 2 | Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? | 13 |
Ch. 3 | Using research to encourage the development of inclusive practices | 25 |
Ch. 4 | Can teaching assistants make special education inclusive? | 39 |
Ch. 5 | Learning about inclusive education: the role of EENET in promoting international dialogue | 51 |
Ch. 6 | Pastoral care, inclusion and counselling | 63 |
Ch. 7 | Inclusive education and lesbian and gay young people | 73 |
Ch. 8 | Inclusive solutions for children with emotional and behavioural difficulties | 87 |
Ch. 9 | Can nurture groups facilitate inclusive practice in primary schools? | 101 |
Ch. 10 | The impact of domestic violence on children: implications for schools | 111 |
Ch. 11 | Checking individual progress in phonics | 125 |
Ch. 12 | What do we mean when we say 'dyslexia' and what difference does it make anyway? | 139 |
Ch. 13 | Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools | 151 |
Ch. 14 | The inclusion of children with visual impairment in the mainstream primary school classroom | 163 |
Ch. 15 | Interdisciplinary support for children with epilepsy in mainstream schools | 173 |
Ch. 16 | The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties | 183 |
Ch. 17 | Building tomorrow together: effective transition planning for pupils with special needs | 195 |
Ch. 18 | An inclusive society? One young man with learning difficulties doesn't think so! | 205 |
Index | 215 |
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