responsive environments, for PMLD, 71, 75 Rex, E.J., 35 Reynes, S., 59 Reynolds, D., 197 Reynolds, J., 9 rich scripting, 105 Richards, I., 126 Riddell, S., 186 Rinaldi, W., 103 Ripley, K., 156 Robbins, N., 44 Robinson, P., 201 Roe, J., 28, 29 Rogers, S.J., 114 Roizen, N.J., 83 role models, for AD/HD pupils, 131 Rourke, B.P., 154, 155 Rowland, C., 72 rubella, cause of deafblindness, 44 Rumeau-Rouquette, C., 70 Russell, J., 47 Russell, S., 140 Rutter, M., 11, 110, 112, 128, 167 Sage, R., 128 Sall, N., 56 Sampson, O., 195 SCAA, 67 Scheuermann, B., 113 Schon, D., 124 Schonell, F.J., 199 School Curriculum Assessment Authority, 67 school organization, effects on AD/HD pupils, 132 Schuster, J.W., 57 Schweigert, P., 72 Scottish Council for Research in Education, 193 Scottish Executive, 193 SCRE, 193 Seach, D., 116 SEBD (social emotional and behavioural difficulties), 166–77 curriculum, 177, 210 NLD children, 155 pedagogic strategies, 172, 176–7, 214 construction, 169–72 terminology, 167–8 self and other, in SEBD teaching, 172–4 self-knowledge, for teachers of SEN groups, 211–2 self-monitoring strategies, in AD/HD, 129 self-pacing, for AD/HD pupils, 131 self-regulation, 128, 129 self-stimulation, in deaf-blindness, 45 Selikowitz, M., 83 Seltzer, G.B., 55 semantic difficulties, 99 SEN categories, 3–4 see also special needs groups SEN filters, for knowledge base, 212, 213 SEN groups need for knowledge base, 211 training for teaching, 218–9 see also special needs groups sense of agency, in child development, 46 sensory deprivation, 44 sensory impairment and lesson planning, 84 neglect in teacher education, 49, 51 see also deafblindness; deafness; visual impairment sensory pathway integration, in development of perception, 45 sentence grammar, difficulties, 99 sequential programmes, in dyslexia, 141 Sergeant, J., 127 SfA programme, 196–8 Sfard, A., 170 Shea, V., 115 Sherratt, D., 113 sign bilingualism, 18, 20–2, 23 sign language, 16, 17, 18, 21, 23 Sign Supported English, 19 signifiers, in work with deafblind children, 47 Silberman, C., 128 Sillanpa, M., 70 Silver, L.B., 153 Simpson, R.L., 169 Sint-Michielsgestel Institute for the Deaf, 44 Skilbeck, M., 9 Skrtic, T.M., 114, 182 Slavin, R., 197–8 SLCN (Speech Language and Communication Needs) learners, 96–107 characteristics, 99–100 curriculum, 101–2, 107, 209 Index 235
definition, 97 difficulties, 99 language development, 98–9 pedagogic strategies, 101–6, 107, 214 SLD (severe learning difficulties), 53–66 cognitive difficulties, 56–7 curriculum, 210 definition, 55 identification, 181 pedagogic strategies, 57–60, 62, 214 prevalence, 55 rate of child development, 54 research, 53–4, 56–8, 57–60 research designs, 63 Slee, R., 124, 128, 131 SLI see SLCN Smith, B., 56 Smythe, I., 145 Snow, R.E., 3 Snowling, M.J., 138, 141, 144 social, emotional and behavioural difficulties see SEBD social deprivation/disadvantage, 44–5 and low attainment, 201 social interaction difficulties, in AD/HD, 126 in ASD, 114 of vocabulary, 99 in Down’s syndrome, 87 Solity, J., 4 special education, 182 special needs groups categories, 220 definitions, 26, 42–3, 55, 67–70, 92–3, 150–1, 180–1, 192–3, 206–7 nature, 206–7 AD/HD, 133 ASD, 118–19 children with PMLD, 77 children with SLD, 62 DCD (dyspraxia), 161 deaf children, 24 deafblind children, 50 Down’s syndrome, 91 dyslexia, 146 EAL/SLCN, 106–7 low attainment, 202 MLD, 187, 188 SEBD, 176 visually impaired children, 37 see also SEN groups special needs-specific pedagogies, 5 ‘Special Time’, communication strategy, 105–6 specialist support in schools for PMLD, 68 for visually impaired, 30 specialist teachers, of the deaf, 17, 23 specialized programmes and commonality in curriculum, 208 and pedagogic adaptation, 11–12, 12 specific speech and language difficulties see SLCN Speech Language and Communication Needs see SLCN speech and language impairments see SLCN Spiker, D., 82 Spillman, J., 183 Spragg, D., 30 SSE (Sign Supported English), 19 SSLD see SLCN Stackhouse, J., 98 Stanovich, K.E., 138 Stanovich, P., 61 Stenquist, G, 44 Stephenson, J., 61 Stevens, C.B., 43 Stoddart, T., 101, 102–3, 104, 105–6 Stone, J., 29 Stoner, G., 130, 131 Stormont Spurgin, M., 130 Stradling, R., 183 Stratford, B., 83, 86 Stromme, P., 70 Success for All programme, 196–8 Swanwick, R., 20, 21 switches, for communication in PMLD, 72–3, 73–4 Sylva, K., 195 symbolic systems, for literacy, 60 syntactic boot strapping, 99 tactile literacy codes for visually impaired, 31 see also Braille; Moon tactual skills, additional curriculum for visually impaired, 30 Tallal, P., 103 tangible symbol systems, 47 236 Special teaching for special children?
Tannock, R., 125, 126, 127 Tansley, A.E., 195, 199 target setting, for pupils with SLD, 58–9 Taylor, E., 128, 167 teacher direction for AD/HD pupils, 130 Teacher Training Agency, 111, 219 teaching additional pedagogic factors, 215 craft knowledge, 123–4, 218 and curriculum, 9–10 emotional vulnerability of SEBD teaching, 174 factory/instruction model, 128–9, 170 naturalistic methods, 57, 58 practical theorizing, 125 use of term, 207–8 see also knowledge base for teaching teaching framework, for book, 7, 8–10 teaching materials, dyslexia, 140 Teddlie, C., 197 Thacker, J, 169 thematic integration, language learning and subject content, 101 therapeutic interventions, interface with teaching, 11, 30 Thomas, G., 167, 185 Thompson, R., 127 Tobin, M.J., 35 Topping, K., 143 Townsend, J., 144 training, for teaching SEN groups, 218–20 Treffry, J., 42, 69 Trevarthen, C., 114 triad of impairments, ASD, 110–11 TTA, 111, 219 Turner, E., 144 TVEI (Technical and Vocational Education Initiative), 200 ‘typing’ process, in pedagogical decision making, 124–5, 213 unique differences position, 3–4, 3, 5 ASD, 113, 116 curriculum areas and pedagogic strategies, 212 DCD (dyspraxia), 161–2 deaf children, 22, 24–5 dyslexia, 142, 143, 143, 147 EAL/SCLN learners, 107 individual difference of deafblind children, 51 low attainment, 203 MLD, 189 PMLD, 69 and psychology of learning, 212 SLD, 63 visually impaired children, 37 see also individual differences position Valvatne, K., 70 van Berckelaer-Onnes, I., 114 van der Meere, J., 127 Van Dijk, Professor Jan, work on deafblindness, 44, 46–7, 48 verbal participation, needs of AD/HD pupils, 130 vision, co-ordinating role in learning, 28–9 Visser, J., 128 visual acuity, 26 visual cues, in learning, 57–8 visual impairment, 26–38 additional disabilities, 27–8 causes, 27 curriculum, 29–31, 32, 37, 208, 209 definition and causes, 26–7 in Down’s syndrome, 84 incidence, 27, 28 learner needs, 28–9 limitations, 29 literacy, 31–4 multiple disability, 27–8 pedagogic strategies, 34–6, 37, 214 use of tactile print and audio codes for literacy, 31–2, 33–4, 35, 38 see also sensory impairment vocabulary difficulties, 99 in metalinguistic strategies, 104–5 vocational education, 200 Vygotsky, Lev, influence on defectology, 43 Walker, E., 27 Walker, J., 141 Wang, M.C., 201 Ward, M., 113 Ware, J., 67, 68, 70, 71, 74, 75, 88 Warren, D.H., 42 Watson, J., 72, 74, 88, 186 Watson, L., 18, 19, 20 Weare, K., 167 Index 237
Webster, A., 28, 29 Weedon, C., 140 Weeks, S.L., 54 Weiss, G., 126 Weisz, J.R., 54 Wellesley, D., 70 Wellington, W., 103, 104 Wells, B., 98 Wenger, E., 170 Werner, H., 47 Westwood, P., 195 Whitley, J.H., 56 WHO, 55, 110, 126 whole-school approach for dyslexia, 142, 143 Success for All programme, 196–7 Willcox, A., 56 Williams, D., 114 Williams, J.M., 87 Williams, P., 180, 181, 185 Willis, D.S., 87 Wilson, J., 140 Wimmer, H., 153 Wing, L., 110, 112 Wise, B.W., 140, 144 Wishart, J.G., 82, 86, 87, 89 Wolery, M., 57 Wolff, P.H., 152 Wood, D., 19, 20 Woodridge, P.W., 54 Woods, A., 195 Wootten, M., 199 working memory in Down’s syndrome, 85 executive brain function, 127 limitations in SLD, 56–7 World Health Organization, 55, 110, 126 Wormsley, D.P., 35 Wragg, E.C., 113 Wright, I, 87 Wright, J., 180 writing difficulties, strategies, 156 Wydell, T.N., 145 Yando, R., 56 Yang, Q., 82 Yeomans, D., 200 Youdell, D., 100 young offenders, NLD profile, 155 Ysseldyke, J.E., 55 Zeamon, D., 54 Zentall, S.S., 130, 131 Zigler, E., 54 238 Special teaching for special children?