Books in the Routledge Library Editions: Special Educational Needs series

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.

First published in 1992. This book offers clear, practical guidelines to help ensure that the full breadth of the curriculum is made as available to children with special educational needs as the rest of their peers.

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses.

First published in 1991. This work is about training and special education needs in the international arena. The book was commissioned as a result of the 1990 International Special Education Conference in Cardiff.

First published in 1996. In this book, preconceived, established and sometimes narrow views of what constitutes integration, sexuality and age appropriateness are challenged and a discussion of thought-provoking alternatives are explored from the perspective of the child or adult with learning difficulties.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume.

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.