Special Educational Needs: The Key Concepts (Routledge Key by Philip Garner
By Philip Garner
Exploring the complicated matters that encompass specified academic wishes (SEN) either out and in of the school room, this reader-friendly textual content considers the affects that those concerns have upon the kid, the dad or mum, the instructor, and the varsity as a complete. absolutely cross-referenced and together with feedback for additional interpreting with every one access, components mentioned contain: scholar rights and empowerment mom and dad and care staff curriculum and educating inclusive ways old dimensions. supplying an informative mixture of sensible, ancient and criminal phrases and ideas, specified academic wishes: the foremost thoughts is a hugely resource obtainable to a vast viewers.
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Additional info for Special Educational Needs: The Key Concepts (Routledge Key Guides)
Example text
Attention was also directed towards the education of so-called ‘mentally retarded’ children in the early part of the nineteenth century. Itard (1775–1838) is a key figure here. His efforts to train a feral child known as the ‘Wild Boy of Aveyron’ were well documented and influential. Others working with children with SEN soon followed, and major theorists such as Séguin (1812–80) and Montessori (1870–1952) began to emerge, their focus being frequently directed toward children who experienced SEN. It is important to recognise that during the nineteenth century many children were considered to be ineducable.
For children with behavioural and emotional difficulties, special therapeutic and clinical services may be provided. Children with special needs have always been part of society, although it is only from the 1970s that the notion of SEN has been widely utilised. In the past, some ‘special’ education was provided to individual children on a one-to-one basis, such as Itard’s previously mentioned work. As formal education became established, welfare or religious groups for the care of children with special needs often became involved in their education.
There are numerous examples of how the quest for normality has resulted, historically, in educational, social or even medical interventions which are designed to reduce the outward signs of difference – to make a person appear ‘normal’. Thus, there are examples of children with Down’s syndrome having plastic surgery or of blind people who are taught to use certain facial expressions in order to give the impression that they are engaging with others in ‘normal’ ways. Discussion point/question: Is the notion of ‘normality’ sustainable at a time when there is an accent on being ‘different’ and on ‘individuality’ in learning?