Educating 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