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Special Educational Needs: A New Look (Key Debates in Educational Policy) (Inglés) Tapa blanda – 1 abr 2010


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Recommended as a title to read in an article on 'Special Needs' in Times Educational Supplement Scotland 'A rich historical perspective on the evolution of specialized education for children with disabilities in the UK. The difficulties in achieving the lofty ideals of the early Warnock Report have many parallels in the USA, even though the two countries converged on their policies from somewhat different pathways. Too often, leaders in the field refuse to acknowledge failures of past policy...the fact that this book so forthrightly states that past policies have not met their aspiration and that major review and reconsideration are necessary is refreshing. I commend the authors for their commitment to children who are too often failed by schools and I believe that this text should be read by all involved in education of children with special needs.' Margaret McLoughlin, Associate Dean for Research and Graduate Education and Associate Director at the Institute for the Study of Exceptional Children, University of Maryland, USA 'A fascinating dialogue between two giants in the field of special education. If they agree about nothing else, they are at one in believing that thinking and practice in the field is currently very confused and badly in need of clarification by a high-powered enquiry. Simplistic solutions are clearly not the answer. Neither the members of any such enquiry, the members of whatever government takes office after the next election, nor anyone concerned about the field of special education can afford to ignore the analysis contained in this volume.' Lord Colin Low of Dalston, Member of the House of Lords, UK 'A fascinating dialogue between two giants in the field of special education. If they agree about nothing else, they are at one in believing that thinking and practice in the field is currently very confused and badly in need of clarification by a high-powered enquiry. Simplistic solutions are clearly not the answer. Neither the members of any such enquiry, the members of whatever government takes office after the next election, nor anyone concerned about the field of special education can afford to ignore the analysis contained in this volume.' Lord Colin Low of Dalston, Member of the House of Lords, UK 'A rich historical perspective on the evolution of specialized education for children with disabilities in the UK. The difficulties in achieving the lofty ideals of the early Warnock Report have many parallels in the USA, even though the two countries converged on their policies from somewhat different pathways. Too often, leaders in the field refuse to acknowledge failures of past policy...the fact that this book so forthrightly states that past policies have not met their aspiration and that major review and reconsideration are necessary is refreshing. I commend the authors for their commitment to children who are too often failed by schools and I believe that this text should be read by all involved in education of children with special needs.' Margaret McLoughlin, Associate Dean for Research and Graduate Education and Associate Director at the Institute for the Study of Exceptional Children, University of Maryland, USA

Reseña del editor

This title considers the philosophical debates surrounding special educational needs and inclusion. "Special Educational Needs: A New Look" by Mary Warnock was initially published by the Philosophy of Education Society of Great Britain in 2005. In this new edition, Warnock has updated her argument, Brahm Norwich has contributed a counter-argument and Lorella Terzi has provided a foreword and afterword, drawing the two debates together. The issues debated in this new edition of "Special Educational Needs: A New Look" include: The statement of special educational need - the concept of inclusion. "Special Educational Needs: A New Look" raises issues which will be of interest to all involved in special education and inclusion, including teachers, policy makers and educationalists. This innovative series is addressed to practitioners and policy-makers. It highlights the critical perspectives that philosophy can bring to bear on current education policy and provides a lively discussion of the issues. It aims to stimulate debate and to contribute to better informed educational initiatives.

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