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. The book focuses on primary and middle schools and is directed towards the professional training needs and general interests of teachers and support staff, headteachers, governors and parents.

chapter |2 pages


ByKevin Jones, Tony Charlton

part I|2 pages

Recognising special educational needs within the primary classroom

part II|2 pages

Providing for special educational needs within an appropriate educational context

chapter 4|14 pages

The primacy of talk

ByDiana Hutchcroft

chapter 5|15 pages

A real context for reading

ByHelen Arnold

chapter 6|15 pages

Providing for pupils’ writing needs

ByStuart Dyke

chapter 8|11 pages

Investigating science and technology

ByCaroline Dray, Kevin Jones

chapter 9|19 pages

Providing for movement learning needs

ByBarbara Brown

chapter 10|11 pages

Access to humanities

ByTim Copeland

chapter 11|11 pages

Art – a special form of provision

ByNigel Furness

chapter 12|7 pages

Religious education – finding away

ByTed Huddleston

part III|2 pages

Support for learning within the classroom

chapter 14|14 pages

Special educational provision A shared responsibility

ByKevin Jones, Tony Charlton

chapter 15|11 pages

Collaborative enquiry-based learning and training

BySusan Jones

chapter 16|6 pages

Accessing the curriculum with microtechnology

ByMarie Buckland