Policies and practice for the management of individual learning needs

Strategies to Promote Inclusive Practice

Volumn , Issue , 2003, Pages 18-33

  Howley, Marie ^a   Kime, Sue ^a  

^a UNIVERSITY OF NORTHAMPTON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960804141     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203167182-3     Document Type: Chapter

References (22)

1. Bliss, T. and Robinson, G. (1995) Developing Circle Time. Bristol: Lucky Duck Publications.
2. Byers, R. (1998) ‘Personal and social development for pupils with learning difficulties’, in C. Tilstone, L. Florian and R. Rose (eds.) Promoting Inclusive Practice. London: Routledge.
3. Curry, M. and Broomfield, C. (1994) Personal and Social Education for Primary Schools through Circle Time. Tamworth: NASEN Enterprises Ltd.
4. DfEE (1994) Code of Practice on the Identification and Assessment of Special Educational Needs. London: HMSO.
5. DfEE (1997) Excellence for All Children: Meeting Special Educational Needs. London: HMSO.
6. DfEE (1999a) The National Curriculum: Handbook for Primary Teachers in England. London: HMSO.
7. DfEE (1999b) The National Curriculum: Handbook for Secondary Teachers in England. London: HMSO.
8. DfEE (2000) The National Literacy Strategy: Supporting Pupils with Special Educational Needs in the Literacy Hour. London: DfEE Publications.
9. Gray, C. (1998) ‘Social stories and comic strip conversations with students with Asperger Syndrome and High Functioning Autism’, in E. Schopler, G. Mesibov and L. Kunce (eds.) Asperger Syndrome or High Functioning Autism? New York: Plenum Press.
10. Gray, C. and Garand, J. (1993) ‘Social Stories: Improving responses of individuals with autism with accurate social information’, Focus on Autistic Behaviour, 8 1-10.
11. Hornsby, B. (1997) Overcoming Dyslexia: A Straightforward Guide for Families and Teachers. London: Vermilion.
12. Howley, M., Preece, D. and Arnold, T. (2001) ‘Multidisciplinary use of “Structured Teaching” to promote consistency of approach for children with Autistic Spectrum Disorder’, Educational and Child Psychology, 18 (2) 41-52.
13. Moseley, J. (1996) Quality Circle Time in the Primary School. Wisbech: LDA.
14. National Curriculum Council (1990) Curriculum Guidance 3: The Whole Curriculum. London: NCC.
15. Norwich, B. (1996) ‘Special needs education for all: Connective specialisation and ideo-logical impurity’, British Journal of Special Education, 23 (3) 100-3.
16. Ott, P. (1997) How to Detect and Manage Dyslexia: A Reference and Resource Manual. Oxford: Heinemann.
17. Rose, R. (1998) ‘The curriculum: A vehicle for inclusion or a lever for exclusion?’, in C. Tilstone, L. Florian and R. Rose (eds.) Promoting Inclusive Practice. London: Routledge.
18. Rose, R. (2000) ‘Using classroom support in a primary school: A single school case study’, British Journal of Special Education, 27 (4) 191-6.
19. Rose, R. and Howley, M. (2001) ‘Entitlement or denial? The curriculum and its influ-ences upon inclusion processes’, in T. O’Brien (ed.) Enabling Inclusion: Blue Skies Dark Clouds? London: The Stationery Office.
20. Schopler, E., Mesibov, G. and Hearsey, K. (1995). ‘Structured teaching in the TEACCH system’, in E. Schopler and G. Mesibov (eds.) Learning and Cognition in Autism. New York: Plenum Press.
21. Tod, J., Castle, F. and Blamires, M. (1998) Individual Education Plans: Implementing Effective Practice. London: David Fulton.
22. Wing, L. and Gould, J. (1979). ‘Severe impairments of social interaction and associ¬ated abnormalities in children: Epidemiology and classification’, Journal of Autism and Childhood Schizophrenia, 9 11-29.