Table of Contents

Section One
Historical and socio-political agendas around defining and including children with special educational needs
Labelling Learners with ‘SEND’: the good, the bad and the ugly
Inclusive education for children with special educational needs: current uncertainties and future directions
Special educational needs and the ‘world out there’

Section Two
The therapeutic classroom: challenging the ‘mad, bad or sad’ hypothesis
Self-esteem in the classroom
The democratic classroom
Relationships in and around the classroom
The ideal school?

About the Author

David Armstrong is an independent Educational Consultant, UK.

Garry Squires is Director for the Professional Doctorate in Educational Psychology at the University of Manchester, UK.