Abolishing categories of handicap identifying childhood disabilities and difficulties the 1981 Ed... more Abolishing categories of handicap identifying childhood disabilities and difficulties the 1981 Education Act - its principles and some problems integration curriculum in special needs education designing the curriculum - teaching and assessing professional issues philosophical issues.
1. Introduction 2. Are there children with MLD: categories, history and current issues? 3. MLD an... more 1. Introduction 2. Are there children with MLD: categories, history and current issues? 3. MLD and inclusion: curriculum, teaching and inclusion issues 4. Children's perspectives on their special provision 5. Perceptions of self and of labels 6. Social interaction, acceptance and bullying pupils with MLD 7. Survey of LEA policy and practice for moderate learning difficulties 8. The future for children with MLD: as a special educational need or not?
Journal of Research in Special Educational Needs, Jul 15, 2018
This study investigates how three secondary subject teachers think about and take account of lear... more This study investigates how three secondary subject teachers think about and take account of learner diversity in their lesson planning, enactment and reviewing, with a specific focus on pupils designated as having special educational needs (SEN). The study is significant in the context of international moves in contemporary school teaching towards greater personalisation and inclusion. Focussing on three different subject teachers whose lesson planning was nominated as high quality, the study uses a sequence of interviews and lesson observations alongside the analysis of lesson planning artefacts, to present three in-depth cases and, through cross-case analysis, to develop a provisional situated model of lesson planning for diversity. Different forms of planning are identified formal, personal, expanded and in-flightwhich differ with regard to dimensions of purpose, formality, whether recorded, and timing. The teachers understandings of diversity are broader than differences related to SEN, and this relates to different kinds of differentiation, connecting the concerns of special needs education with wider issues of lesson planning for diversity.
Abolishing categories of handicap identifying childhood disabilities and difficulties the 1981 Ed... more Abolishing categories of handicap identifying childhood disabilities and difficulties the 1981 Education Act - its principles and some problems integration curriculum in special needs education designing the curriculum - teaching and assessing professional issues philosophical issues.
1. Introduction 2. Are there children with MLD: categories, history and current issues? 3. MLD an... more 1. Introduction 2. Are there children with MLD: categories, history and current issues? 3. MLD and inclusion: curriculum, teaching and inclusion issues 4. Children's perspectives on their special provision 5. Perceptions of self and of labels 6. Social interaction, acceptance and bullying pupils with MLD 7. Survey of LEA policy and practice for moderate learning difficulties 8. The future for children with MLD: as a special educational need or not?
Journal of Research in Special Educational Needs, Jul 15, 2018
This study investigates how three secondary subject teachers think about and take account of lear... more This study investigates how three secondary subject teachers think about and take account of learner diversity in their lesson planning, enactment and reviewing, with a specific focus on pupils designated as having special educational needs (SEN). The study is significant in the context of international moves in contemporary school teaching towards greater personalisation and inclusion. Focussing on three different subject teachers whose lesson planning was nominated as high quality, the study uses a sequence of interviews and lesson observations alongside the analysis of lesson planning artefacts, to present three in-depth cases and, through cross-case analysis, to develop a provisional situated model of lesson planning for diversity. Different forms of planning are identified formal, personal, expanded and in-flightwhich differ with regard to dimensions of purpose, formality, whether recorded, and timing. The teachers understandings of diversity are broader than differences related to SEN, and this relates to different kinds of differentiation, connecting the concerns of special needs education with wider issues of lesson planning for diversity.
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Papers by Brahm Norwich