000			01951 a2200349 4500
001			1138587680
005			20250317100405.0
008			250312042020GB eng
020			_a9781138587687
037			_bTaylor & Francis _cGBP 35.99 _fBB
040			_a01
041			_aeng
072	7		_aJNSG _2thema
072	7		_aJNU _2thema
072	7		_aJNA _2thema
072	7		_aJNLC _2thema
072	7		_aJNMT _2thema
072	7		_aJNSG _2bic
072	7		_aJNU _2bic
072	7		_aJNA _2bic
072	7		_aJNLC _2bic
072	7		_aJNMT _2bic
072	7		_aEDU000000 _2bisac
072	7		_aSOC000000 _2bisac
072	7		_a371.928 _2bisac
100	1		_aJohn Harris
245	1	0	_aLanguage Development in Schools for Children with Severe Learning Difficulties
250			_a1
260			_aOxford _bRoutledge _c20200815
300			_a198 p
520			_bFirst published in 1988. Language is an important developmental ability which facilitates communication both at home and at school. It is also the foundation of many of a child’s learning experiences in school. A certain level of language is often a pre-requisite both for success in particular curriculum areas and for the ability to conceptualise generally. Language developing is thus a major concern for those who work with mentally handicapped children and it has come to be regarded as one of the main objectives within the special school curriculum. This book is concerned with the opportunities for language learning which special schools make available for severely mentally handicapped children. It describes how special schools seek to meet the very diverse needs of their pupils and provides a discussion of the success of contemporary approaches to encouraging language development. The author makes a number of constructive criticisms and suggestions for improving practice which should interest anyone whose work involves teaching children with severe learning difficulties.
999			_c1699 _d1699