At the time of its original publication this book was the first major survey of the nature of the difficulties that children with special educational needs experience in the classroom context of mainstream junior schools. The book describes the views which junior school teachers have of special educational needs and the numbers of children and types of difficulty they regard as falling into this category. It discusses the classroom behaviour and interactions of children with special needs, and some of the consequences of different teaching strategies. It also presents information on patterns of provision for special needs, assessment in the junior classroom and the teachers’ own views on integration.
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