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Informationen zum Autor Peter Mittler CBE was appointed Professor of Special Needs Education at the University of Manchester in 1973, becoming Dean of the Faculty from 1991 until his retirement in 1994. Internationally, he has been involved in consultancy and advisory work in disability, inclusive education and staff development for the United Nations, UNESCO, UNICEF, WHO and ILO. Since retirement, he has been Distinguished Visiting Professor in the Department of Education at the University of Hong Kong (1997-8). Zusammenfassung Professor Peter Mittler brings together nineteen of his key writings in one place, including chapters from his best-selling books and articles from leading journals which give a flavour of the impact or controversy they aroused. Inhaltsverzeichnis OVERVIEW READING 1: Towards a More Equitable Society for All? Chapter 16: Thinking Globally Acting Locally: A Personal Journey. Pp. 381-388. Milton Keynes and Bloomington, Ind.: Author House, 2010. READING 2: ‘Planning for the 2040s: everybody’s business’, British Journal of Special Education , 35, 1, 3-10, 2008. READING 3: ‘Psychological Assessment’, in Wing, J.K. (ed.) Early Childhood Autism: Clinical, Educational and Social Aspects , Oxford: Pergamon. pp. 145-158, 1966. READING 4: Working Towards Inclusive Education: Social Contexts , Chapter 10 Parents and Teachers, pp. 151-170, Fulton 2000. READING 5: Psychological Assessment of Mental and Physical Handicaps . Chapter 28 Overview, pp. 819-826. London: Methuen, 1970. READING 6: The Study of Twins : London: Penguin Science of Behaviour. Conclusions: pp. 149-160, 1971. READING 7: The Study of Learning Processes in the Mentally Handicapped, in Mittler, P. (ed.) The Work of the Hester Adrian Research Centre: A Report for Teachers , Monograph Supplement, Teaching and Training, 8, 4-8, 1970. READING 8: ‘Research to practice in the field of handicap’, Journal of Practical Approaches to Developmental Handicap , 1, 1, 4-9. READING 9: ‘Educating pupils with intellectual disabilities in England: thirty years on’, International Journal of Disability, Development and Education , 49, 2, 145-160, 2002. READING 10: ‘Preparing for self-advocacy’, in Carpenter, B., Ashdown, R. and Bovair, K. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties , 2nd edn, London: David Fulton Publishers, pp. 328-345, 2001. READING 11: ‘Training for the 21st Century’, British Journal of Special Education, 8, 2, 8-12, 1981. READING 12: ‘Professional development for special needs education’, in Lunt, I. and Norwich, B., with Varma, V. (eds). Psychology and Education for Special Needs: Recent Developments and Future Directions , Aldershot: Ashgate. Pp. 211- 228, 1995. READING 13: ‘Integration: the shadow and the substance’. Educational and Child Psychology , 2, 3, 8-22, 1985. READING 14: Editorial Foreword, Special Needs in Ordinary Schools Series . London: Cassell, pp vi-xiii, 1987. READING 15: ‘Educational entitlement in the 90s’, Support for Learning 7, 4, 145-151, 1992. READING 16: ‘Into the future: tensions and dilemmas’. in Mittler, P. Working Towards Inclusive Education: Social Contexts , chapter 11, pp. 171-189. London: David Fulton Publications, 2000. READING 17: ‘Warnock and Swann: similarities and differences’, in Verma, G. (ed) Education for All: A Landmark in Pluralism , London: Falmer Press. pp. 192-208, 1989. READING 18: ‘The global context of inclusive education: the role of the United Nations’, in Mitchell, D. (ed) Contextualising Inclusive Education: Evaluating New and Old Perspectives , London: Routledge, pp 22-36 , 2005. READING 19: ‘Quality of Life and Services for...
