Table Of ContentEducating Special Children
Educating Special Childrenis an indispensable companion for anyone requiring
an overview of provision that has proved effective for children with learning
disorders and disabilities.
Dr Michael Farrell guides the reader through what can be labrythine
complexities of special education, providing educators with a road map to the
most effective methods of provision currently being used. By concentrating
on individual disabilities and disorders and not relying on the education system
of any one country, Dr Farrell explores issues surrounding:
• Communication disorders and autism and Asperger’s syndrome
• Developmental co-ordination disorders
• Reading, writing and mathematics disorders
• Disorders of conduct, anxiety and depression
• Attention deficit hyperactivity disorder
• Mild, moderate to severe, and profound cognitive impairment
• Sensory impairments
• Orthopaedic and motor disabilities, health impairments and traumatic
brain injury
In addition, this authoritative text provides advice and support that is relevant
to educating pupils in a range of settings. The importance of multi-professional
working is explored and analysed.
Based on many years of experience, and drawing on expertise from all corners
of the globe, this is the definite guide to special education today.
Michael Farrellis a special education consultant working with schools, local
authorities/school boards, voluntary organisations, universities and others in
Britain and abroad. He has published extensively in the area.
http://avaxhome.ws/blogs/ChrisRedfield
Educating Special Children
An introduction to provision for
pupils with disabilities and disorders
Michael Farrell
First published 2008 by Routledge
2 Park Square,Milton Park,Abingdon,Oxon,OX14 4RN
Simultaneously published in the USA and Canada
by Taylor & Francis Inc
270 Madison Avenue,New York,NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2008 Michael Farrell
All rights reserved.No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic,mechanical,or
other means,now known or hereafter invented,including photocopying
and recording,or in any information storage or retrieval system,without
permission in writing from the publishers.
Every effort has been made to ensure that the advice and information in
this book is true and accurate at the time of going to press.However,
neither the publisher nor the authors can accept any legal responsibility
or liability for any errors or omissions that may be made.In the case of
drug administration,any medical procedure or the use of technical
equipment mentioned within this book,you are strongly advised to
consult the manufacturer’s guidelines.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Farrell,Michael,1948-
Educating special children :an introduction to provision for pupils with
disabilities and disorders / Michael Farrell.
p.cm.
Includes bibliographical references and index.
ISBN 978-0-415-46312-6 (hardback :alk.paper) —
ISBN 978-0-415-46315-7 (pbk.:alk.paper) 1.Special education—
Great Britain.2.Children with disabilities—Education—Great Britain.
3.Behavior disorders in children—Great Britain.I.Title.
LC3986.G7F3683 2008
371.90941—dc22 2007045210
ISBN 0-203-92763-X Master e-book ISBN
ISBN 10:0-415-46312-2 (hbk)
ISBN 10:0-415-46315-7 (pbk)
ISBN 10:0-203-92763-X (ebk)
ISBN 13:978-0-415-46312-6 (hbk)
ISBN 13:978-0-415-46315-7 (pbk)
ISBN 13:978-0-203-92763-2 (ebk)
Contents
Preface xiii
Acknowledgements xv
About the author xvii
1 Classification and provision 1
Classifications of disability/disorders in two countries 1
Classifications used in the present book 3
Criticisms and justifications of classification 6
Elements of provision 11
Classification, provision and evidence based practice 16
Subsequent chapters 19
Thinking points 19
Key texts 19
2 Profound cognitive impairment 21
Introduction 21
Definitions 21
Prevalence 22
Causal and related factors 23
Identification and assessment 24
Provision 24
Thinking points 37
Key texts 37
3 Moderate and severe cognitive impairment 39
Introduction 39
Definitions 39
Prevalence 41
vi Contents
Causal factors 41
Identification and assessment 42
Provision 43
Thinking points 52
Key texts 52
4 Mild cognitive impairment 54
Introduction 54
Some areas of debate 54
Definitions 55
Prevalence 56
Causal factors 57
Identification and assessment 57
Provision 58
Thinking points 64
Key texts 64
5 Hearing impairment 66
Introduction 66
Definitions 66
Prevalence 67
Causal factors 67
Identification and assessment 68
Implications of hearing impairment 69
Further issues related to educating deaf children 70
Provision 72
Children who are deaf and have multiple disabilities 77
Thinking points 78
Key texts 78
6 Visual impairment 80
Introduction 80
Definitions of visual impairment, blindness and low vision 80
Some developmental implications of visual impairment 80
Prevalence 81
Causes and types of visual impairment 82
Identification and assessment 83
Provision 85
Personal and social development and leisure 89
Contents vii
Thinking points 93
Key texts 93
7 Deafblindness 95
Introduction 95
Definitions 95
Prevalence 97
Causal factors 97
Implications of congenital and acquired hearing and visual impairment 98
Identification and assessment 98
Provision 100
Communication 101
Mobility 105
Finding out information and encouraging meaningful experiences 105
Thinking points 107
Key texts 107
8 Orthopaedic impairment and motor disorders 108
Introduction 108
Orthopaedic impairment and motor disorders defined 108
Spinal curvature 109
Limb deficiencies 110
Talipes 111
Juvenile rheumatoid arthritis 112
Muscular dystrophy 113
Cerebral palsy 114
Neural tube defects 116
Orthopaedic impairment and motor disorders – general points 118
Thinking points 122
Key texts 122
9 Health impairments 123
Introduction 123
Health impairments in general 123
Allergies 124
Asthma 126
Epilepsy 127
Congenital heart condition 129
Cystic fibrosis 131
viii Contents
Diabetes mellitus (type 1) 132
Haemophilia 133
Health impairments – general points 134
Thinking points 136
Key texts 137
10 Traumatic brain injury 138
Introduction 138
Definitions and related terminology 138
Some implications of TBI 140
Prevalence 145
Causal factors 145
Identification and assessment 145
Provision 146
Thinking points 150
Key texts 150
11 Disruptive behaviour disorders 151
Introduction 151
Definitions, prevalence and possible causal factors 152
Identification and assessment of disruptive behaviour disorders 156
Medication 161
Curriculum and assessment; pedagogy; resources; therapy and care;
and organisation 162
Thinking points 164
Key texts 165
12 Anxiety disorders and depressive disorders 166
Introduction 166
Anxiety disorders 166
Generalised anxiety disorder 167
Obsessive-compulsive disorder 168
Phobias: specific and social 169
Separation anxiety disorder 171
Selective mutism (elective mutism) 172
Depressive disorders 173
Curriculum, pedagogy, resources, therapy and organisation for
anxiety/depressive disorders 176
Thinking points 178
Key texts 179
Contents ix
13 Attention deficit hyperactivity disorder 180
Introduction 180
Some debates concerning ADHD 180
Definitions 184
Prevalence and co-occurrence with other disorders 185
Causal factors 186
Identification and assessment 187
Provision 188
Concrete experience and active, experiential learning 189
Behaviour management training 189
Biofeedback 190
Social skills teaching and developing compensatory skills 191
Better pupil participation 191
Thinking points 195
Key texts 195
14 Communication disorders:Speech 197
Introduction 197
Definitions, prevalence and causal factors 198
Speech difficulties and their assessment 201
Aspects of speech difficulties: Phonetic, prosodic and phonological 204
Provision for phonological disorders 206
Alternative and augmentative communication 208
Thinking points 211
Key texts 211
15 Communication disorders:Grammar
and comprehension 213
Introduction 213
Grammar and its development 213
Causal factors and difficulties with syntax and morphology 214
Assessment 216
Provision 217
Difficulties with comprehension 219
Provision 222
Grammar and comprehension: Curriculum, resources, therapy
and organisation 224
Thinking points 225
Key texts 225
