Tony Booth, Mary Masterton, Patricia Potts, Will Swann

• Introduction Section I Teaching for Diversity 1.1 Collaborative Classrooms Susan Hart 1.2 Opening Doors: Learning History Through Talk Chris Morris 1.3 Getting it True: Notes on the Teaching of Poetry Fred Sedgwick 1.4 Primary Science; Starting from Children's Ideas Pamela Wadsworth 1.5 What Will Happen If ...? An Active Approach to Mathematics Teaching Adrienne Bennett with Honor Williams 1.6 Setting the Agenda; Student Participation on a Multi-Media Learning Scheme Stuart Olesker 1.7 Hardening the Hierarchies: The National Curriculum as a System of Classification Will Swann Section II Support for Learning 2.1 Evaluating Support Teaching Susan Hart 2.2 A New Role for a Support Service Linda Harland 2.3 An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils John Williamson 2.4 In the Driving Seat? Supporting the Education of Traveller Children Chris Mills 2.5 Chris Raine's Progress: An Achievement to be Proud of Alyson Care 2.6 Signing and Talking in a Leeds Primary School Beate Schmidt-Rohlfing 2.7 Expanding Horizons: Microtechnology and Access to the National Curriculum Christopher and Rowena Onions Section III Changing Special Curricula 3.1 Becoming a Reflective Teacher Mel Ainscow 3.2 Conductive Education: Contrasting Perspectives Mike Oliver and Virginia Beardshow, with an introduction by Will Swann 3.3 `Totally Impractical!': Integrating `Special Care' Within a Special School Jenny Corbett 3.4 Returning to the Basics: A Curriculum at 8arperbury Hospital School Dave Hewett and Melanie Nind Section IV Children and Young People Under Pressure 4.1 Lassies of Leith Talk about Bother Gwynedd Lloyd 4.2 Bullying in Two English Comprehensive Schools Colin Yates and Peter Smith 4.3 From School to Schemes: Out of Education into Training Robert Hollands 4.4 Stressing Education: Children in Care Felicity Fletcher Campbell 4.5 Adolescents, Sex and Injecting Drug Use: Risks for HIV Infection Marina Barnard and Neil McKeganey 4.6 Affected by HIV and AIDS: Cameos of Children and Young People Phillipa Russell, with an introduction by Tony Booth 4.7 Blood Relations: The Educational Implications of Sickle-Cell Anaemia and Thalassaemia Simon Dyson 4.8 Hell Guffawed: Joseph Meehan Starts Secondary School Christopher Nolan Section V Representing Practice 5.1 What Counts as Research? Lawrence Stenhouse 5.2 Finding a Voice Extracts by Micheline Mason, Ved Mehta, Doug Mellor and Rosemary Sutcliff, with an introduction and discussion by Patricia Potts 5.3 Close Observation Extracts by Patrick Easen, John Joseph Gleason, Robert Hull and James Pye, with an introduction and discussion by Patricia Potts 5.4 Approaches to Interviewing Patricia Potts 5.5 Le Mot Juste: Learning the Language of Equality Caroline Roaf 5.6 Writing Clearly: Contributing to the Ideal Comprehensibility Situation Margaret Peter List of Contributors

'The combination of theoretical approaches, case studies and personal voices make for two varied and enlightening books which have much to offer all teachers, parents, educational psychologists and academics who are concerned with education for special needs and related areas.' - British Journal of Educational Psychology (On this and Policies for Diversity in Education - Learning for All Volume 2)'These strikingly well-written documents say more than ten textbooks could.' - The Times Educational Supplement'.. essential reading on this topic' - British Book News

Tony Booth, Mary Masterton, Patricia Potts, Will Swann

• Introduction Section I Teaching for Diversity 1.1 Collaborative Classrooms Susan Hart 1.2 Opening Doors: Learning History Through Talk Chris Morris 1.3 Getting it True: Notes on the Teaching of Poetry Fred Sedgwick 1.4 Primary Science; Starting from Children's Ideas Pamela Wadsworth 1.5 What Will Happen If ...? An Active Approach to Mathematics Teaching Adrienne Bennett with Honor Williams 1.6 Setting the Agenda; Student Participation on a Multi-Media Learning Scheme Stuart Olesker 1.7 Hardening the Hierarchies: The National Curriculum as a System of Classification Will Swann Section II Support for Learning 2.1 Evaluating Support Teaching Susan Hart 2.2 A New Role for a Support Service Linda Harland 2.3 An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils John Williamson 2.4 In the Driving Seat? Supporting the Education of Traveller Children Chris Mills 2.5 Chris Raine's Progress: An Achievement to be Proud of Alyson Care 2.6 Signing and Talking in a Leeds Primary School Beate Schmidt-Rohlfing 2.7 Expanding Horizons: Microtechnology and Access to the National Curriculum Christopher and Rowena Onions Section III Changing Special Curricula 3.1 Becoming a Reflective Teacher Mel Ainscow 3.2 Conductive Education: Contrasting Perspectives Mike Oliver and Virginia Beardshow, with an introduction by Will Swann 3.3 `Totally Impractical!': Integrating `Special Care' Within a Special School Jenny Corbett 3.4 Returning to the Basics: A Curriculum at 8arperbury Hospital School Dave Hewett and Melanie Nind Section IV Children and Young People Under Pressure 4.1 Lassies of Leith Talk about Bother Gwynedd Lloyd 4.2 Bullying in Two English Comprehensive Schools Colin Yates and Peter Smith 4.3 From School to Schemes: Out of Education into Training Robert Hollands 4.4 Stressing Education: Children in Care Felicity Fletcher Campbell 4.5 Adolescents, Sex and Injecting Drug Use: Risks for HIV Infection Marina Barnard and Neil McKeganey 4.6 Affected by HIV and AIDS: Cameos of Children and Young People Phillipa Russell, with an introduction by Tony Booth 4.7 Blood Relations: The Educational Implications of Sickle-Cell Anaemia and Thalassaemia Simon Dyson 4.8 Hell Guffawed: Joseph Meehan Starts Secondary School Christopher Nolan Section V Representing Practice 5.1 What Counts as Research? Lawrence Stenhouse 5.2 Finding a Voice Extracts by Micheline Mason, Ved Mehta, Doug Mellor and Rosemary Sutcliff, with an introduction and discussion by Patricia Potts 5.3 Close Observation Extracts by Patrick Easen, John Joseph Gleason, Robert Hull and James Pye, with an introduction and discussion by Patricia Potts 5.4 Approaches to Interviewing Patricia Potts 5.5 Le Mot Juste: Learning the Language of Equality Caroline Roaf 5.6 Writing Clearly: Contributing to the Ideal Comprehensibility Situation Margaret Peter List of Contributors

'The combination of theoretical approaches, case studies and personal voices make for two varied and enlightening books which have much to offer all teachers, parents, educational psychologists and academics who are concerned with education for special needs and related areas.' - British Journal of Educational Psychology (On this and Policies for Diversity in Education - Learning for All Volume 2)'These strikingly well-written documents say more than ten textbooks could.' - The Times Educational Supplement'.. essential reading on this topic' - British Book News

Tony Booth, Mary Masterton, Patricia Potts, Will Swann

• Introduction Section I Teaching for Diversity 1.1 Collaborative Classrooms Susan Hart 1.2 Opening Doors: Learning History Through Talk Chris Morris 1.3 Getting it True: Notes on the Teaching of Poetry Fred Sedgwick 1.4 Primary Science; Starting from Children's Ideas Pamela Wadsworth 1.5 What Will Happen If ...? An Active Approach to Mathematics Teaching Adrienne Bennett with Honor Williams 1.6 Setting the Agenda; Student Participation on a Multi-Media Learning Scheme Stuart Olesker 1.7 Hardening the Hierarchies: The National Curriculum as a System of Classification Will Swann Section II Support for Learning 2.1 Evaluating Support Teaching Susan Hart 2.2 A New Role for a Support Service Linda Harland 2.3 An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils John Williamson 2.4 In the Driving Seat? Supporting the Education of Traveller Children Chris Mills 2.5 Chris Raine's Progress: An Achievement to be Proud of Alyson Care 2.6 Signing and Talking in a Leeds Primary School Beate Schmidt-Rohlfing 2.7 Expanding Horizons: Microtechnology and Access to the National Curriculum Christopher and Rowena Onions Section III Changing Special Curricula 3.1 Becoming a Reflective Teacher Mel Ainscow 3.2 Conductive Education: Contrasting Perspectives Mike Oliver and Virginia Beardshow, with an introduction by Will Swann 3.3 `Totally Impractical!': Integrating `Special Care' Within a Special School Jenny Corbett 3.4 Returning to the Basics: A Curriculum at 8arperbury Hospital School Dave Hewett and Melanie Nind Section IV Children and Young People Under Pressure 4.1 Lassies of Leith Talk about Bother Gwynedd Lloyd 4.2 Bullying in Two English Comprehensive Schools Colin Yates and Peter Smith 4.3 From School to Schemes: Out of Education into Training Robert Hollands 4.4 Stressing Education: Children in Care Felicity Fletcher Campbell 4.5 Adolescents, Sex and Injecting Drug Use: Risks for HIV Infection Marina Barnard and Neil McKeganey 4.6 Affected by HIV and AIDS: Cameos of Children and Young People Phillipa Russell, with an introduction by Tony Booth 4.7 Blood Relations: The Educational Implications of Sickle-Cell Anaemia and Thalassaemia Simon Dyson 4.8 Hell Guffawed: Joseph Meehan Starts Secondary School Christopher Nolan Section V Representing Practice 5.1 What Counts as Research? Lawrence Stenhouse 5.2 Finding a Voice Extracts by Micheline Mason, Ved Mehta, Doug Mellor and Rosemary Sutcliff, with an introduction and discussion by Patricia Potts 5.3 Close Observation Extracts by Patrick Easen, John Joseph Gleason, Robert Hull and James Pye, with an introduction and discussion by Patricia Potts 5.4 Approaches to Interviewing Patricia Potts 5.5 Le Mot Juste: Learning the Language of Equality Caroline Roaf 5.6 Writing Clearly: Contributing to the Ideal Comprehensibility Situation Margaret Peter List of Contributors

'The combination of theoretical approaches, case studies and personal voices make for two varied and enlightening books which have much to offer all teachers, parents, educational psychologists and academics who are concerned with education for special needs and related areas.' - British Journal of Educational Psychology (On this and Policies for Diversity in Education - Learning for All Volume 2)'These strikingly well-written documents say more than ten textbooks could.' - The Times Educational Supplement'.. essential reading on this topic' - British Book News