Special education needs / edited by Ronald Gulliford and Graham Upton

Contributor(s): Material type: TextTextPublication details: London, United Kingdom : Routledge and K. Paul, c1992Description: vii, 213 pages ; 22 cmISBN:
  • 415071240
Subject(s): LOC classification:
  • LC 3986 .G7 .S6 1992
Contents:
1. Curriculum issues -- 2. Management of special needs -- 3. Learning difficulties -- 4. Severe learning difficulties -- 5. Speech and language difficulties -- 6. Emotional and behavioral difficulties -- 7. Visual impairments -- 8. Hearing impairments -- 9. Physical disabilities -- 10. Psychological and health-related problems -- 11. Multi-sensory impairments.
Summary: The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. There was, moreover, an increasing awareness of the frequency of learning and other difficulties affecting children's progress and adjustment in ordinary schools.
Item type: Books
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Holdings
Item type Current library Home library Collection Call number Copy number Status Date due Barcode
Books Books National University - Manila LRC - Graduate Studies General Circulation Gen. Ed - CEAS GC LC 3986 .G7 .S6 1992 (Browse shelf(Opens below)) c.1 Available NULIB000012725

Includes bibliographical references and index.

1. Curriculum issues -- 2. Management of special needs -- 3. Learning difficulties -- 4. Severe learning difficulties -- 5. Speech and language difficulties -- 6. Emotional and behavioral difficulties -- 7. Visual impairments -- 8. Hearing impairments -- 9. Physical disabilities -- 10. Psychological and health-related problems -- 11. Multi-sensory impairments.

The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. There was, moreover, an increasing awareness of the frequency of learning and other difficulties affecting children's progress and adjustment in ordinary schools.

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