Needs as a dimension of difference

There continues to be a lack of conceptual clarity about the terms special and/or additional support needs. However, the following text provides a thorough overview of special education from a wide range of differing perspectives:

• Florian, L. (Ed.) (2014) The Sage Handbook of Special Education (2^nd Edition). London: Sage.

These differences in understandings  are exacerbated because of variations in legislation associated with special and additional support needs: not only between the four nations of the UK but also elsewhere. Since legislation regarding special and additional support needs frequently changes, for up-to-date information please see the relevant government education websites.

Other texts that explore the conceptual complexity of special and additional support needs, as well as offer general guidance to support class teachers include:

• Thompson, J. (2010) The Essential Guide to Understanding Special Educational Needs. London: Longman.
• Wearmouth, J. (2011) Special Educational Needs: The Basics. London: Routledge.
• Frederickson, N. & Cline, T. (2002) Special Educational Needs, Inclusion and Diversity: A Textbook. London: Paul Chapman Publishing.
• Tilstone, C. & Rose, R. (2002) Strategies to Promote Inclusive Practice, London: RoutledgeFalmer.
• Croll, P. & Moses, D. (2000) Special Needs in the Primary School, London: Cassell.
• Rose, R. & Howley, M. 2007. The practical guide to special educational needs in inclusive primary classrooms. London: Paul Chapman.
• Westwood, P. (2007) (5^th edition) Common-sense Methods for Children with Special Needs, London: RoutledgeFalmer.
• Orelove, F. P., Sobsey, D. and Silberman, R. K. (2004) Educating Children with Multiple Disabilities: A Collaborative Approach, London: Brookes.

There are also many websites that offer practical advice to teachers with regard to particular learning needs and disabilities. For example:

• Autism – http://www.autism.org.uk/
• Achievement for All – http://www.afa3as.org.uk/
• Royal National Institute for the Blind (NIB) — http://www.rnib.org.uk/
• Royal National Institute for the Deaf. (RNID) For deaf and hard of hearing — http://www.rnid.org.uk/
• The Dyslexia institute — http://www.dyslexia-inst.org.uk/
• The National Children's Deaf Society (NCDS) — http://www.ndcs.org.uk/
• The Social Exclusion Unit (SEU) — http://www.socialexclusionunit.gov.uk/
• SCOPE. The disability organisation concerned with cerebral palsy — http://www.scope.org.uk/
• emotional well-being - http://www.youngmindsinschool.org.uk/
• speech language and communication needs - http://www.speechteach.co.uk/
• complex learning difficulties - http://complexld.ssatrust.org.uk/
• The Equal Opportunities Commission (EOC) — http://www.equalityhumanrights.com/

See also the nasen website for a wide range of advice and support  for teachers, children and their families:

• http://www.nasen.org.uk/

Through this website, nasen also provides a series of on-line training materials:

• autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties.
• for teachers of learners with severe, profound and complex learning difficulties
• toolkits for primary and secondary schools

More in this chapter

• Overview
• Dimensions of difference
• School processes
• Difference as part of the human condition
• Developing inclusive classroom communities