Description
Increased levels of interest in inclusive education for pupils with learning difficulties are set to continue and while much progress has been made, challenges remain in promoting full and meaningful participation for these learners. This book focuses, therefore, on the teaching and learning processes which will facilitate organizational and curricular inclusion for pupils with learning difficulties within day-to-day classroom practice. Using their understanding of current theory, the authors provide practical approaches to the analysis of teaching methods used with pupils with learning difficulties and the learning preferences, strengths and areas of challenge of individual pupils. They also discuss the various factors which impinge upon the development of more inclusive provision.
