Child Development and Teaching Pupils with Special Educational Needs
Routledge – 2004 – 192 pages
A thought-provoking book which provides a framework for understanding the physical, sensory, emotional, social, linguistic and cognitive development of children with special educational needs. It gives practitioners and students a sound grasp of the theoretical ground needed to fully understand cognitive development and will help them track children's developmental progress in order to optimise learning opportunities.
The authors handle complex topics in a highly accessible manner, explaining how to put theory into practice. In three lucidly argued sections they present:
This book will be a beacon for teachers, head teachers, educational psychologists and all practitioners involved in special needs education who seek the opportunity to help empower their pupils, and enhance their own understanding.
Introduction 1.Self-advocacy, autonomy and empowerment Part 1: The theorists 2. The cognitive developmental theorists 3. The psychoanalytical theorists 4. Skinner and the learning theorists Part 2: The educational implications 5. The cognitive developmental theorists 6. The psychoanalytical theorists 7. Skinner and the learning theorists Part 3: Areas of development 8. Communication and interaction 9. Cognition and learning 10. Behavioural, emotional and social development 11. Sensory and physical development 12. Conclusion
Dr Christina Tilstone is Senior Lecturer in SEN at the School of Education, University of Birmingham. Her previous book with us, Promoting Inclusive Practice won the 1999 TES/NASEN book award. She was also the editor of the British Journal of Special Education from 1993-2000.