Keith Bovair

First Published in 1994. Keith Bovair is currently Headteacher at Durants School, Enfield. He was formerly a lecturer at the University of Birmingham. He has worked extensively in the field of special education in the United Kingdom and in the United States of America. He has published widely in this area. Colleen McLaughlin is Tutor in Personal and Social Education at the University of Cambridge Institute of Education, where she runs courses in counselling and personal and social education.

First Published in 1997. In special education we are, at last, in a good position to offer pupils a broad and balanced curriculum which is relevant to their needs and which is based on the same range of provision enjoyed by all pupils. Such a curriculum can only be planned as a cohesive whole; compartmentalizing aspects of the whole curriculum risks seeing one part as having more merit or worth than another. The whole curriculum in ail schools will vary, depending on local needs and opportunities. In special education it is important that we embrace that whole curriculum, using its diversity and opportunity to plan for breadth, balance and relevance. This book makes a significant contribution to the developments in planning for access to the whole curriculum.

First Published in 1994. Keith Bovair is currently Headteacher at Durants School, Enfield. He was formerly a lecturer at the University of Birmingham. He has worked extensively in the field of special education in the United Kingdom and in the United States of America. He has published widely in this area. Colleen McLaughlin is Tutor in Personal and Social Education at the University of Cambridge Institute of Education, where she runs courses in counselling and personal and social education.

First Published in 1997. In special education we are, at last, in a good position to offer pupils a broad and balanced curriculum which is relevant to their needs and which is based on the same range of provision enjoyed by all pupils. Such a curriculum can only be planned as a cohesive whole; compartmentalizing aspects of the whole curriculum risks seeing one part as having more merit or worth than another. The whole curriculum in ail schools will vary, depending on local needs and opportunities. In special education it is important that we embrace that whole curriculum, using its diversity and opportunity to plan for breadth, balance and relevance. This book makes a significant contribution to the developments in planning for access to the whole curriculum.