000			01950nam a22002657a 4500
003			OSt
005			20211029150835.0
008			180312b xxu||||| |||| 00| 0 eng d
020			_a0415319749 (hardback : alk. paper)
020			_a0415319757 (pbk. : alk. paper)
020			_a9780415319751
040			_cKrishna
082	0	0	_a371.90460941 NOR
100	1		_aNorwich, Brahm.
245	1	0	_aModerate learning difficulties and the future of inclusion / _c Brahm Norwich, Kelly, Narcie.
260			_aLondon ; _aNew York : _bRoutledgeFalmer, _c2005.
300			_a197 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references and index.
520			_aChildren with mild to moderate learning difficulties (MLD) make up the largest sub-group of children requiring special educational needs, and yet they are often neglected in terms of research and in their influence on future Government policies. This book, based on a Nuffield Foundation research project, considers the perspectives of children with moderate learning difficulties, reviewing relevant issues such as: * identification of children with MLD; * appropriate curriculum and pedagogy; * inclusion in mainstream schools; * their identity and self-perception. The authors weave their findings into a wider review of current research in the MLD field and use a range of perspectives, from the professional, to psychological and sociological. This is a contemporary look at MLD that discusses the historical and policy context , origins and justification for having a category for MLD. Students, researchers, and academics that are active in the field of inclusive education will find this an insightful and comprehensive text.
650		0	_aLearning disabled children _x Education _zGreat Britain.
650		0	_aInclusive education _zGreat Britain.
650		0	_aSpecial education _x Government policy _zGreat Britain.
700	1		_aKelly, Narcie.
942			_2ddc _cBK
999			_c10892 _d10892