Resources: Review - Is inclusion always the right answer?

Their aim is not to provide teaching tips but to address the fundamentalconceptual questions concerning the specificity or otherwise of specialeducational needs teaching. They want to start the debate and, in myopinion, there could be no better opening move.

Each chapter describes the current pedagogical position regarding adifferent disability: deafness; visual impairment; severe learningdifficulties; profound and multiple learning difficulties (PMLD);autism; severe emotional and behavioural difficulties; and so on. Thedifferent authors talk of definition issues, cultural aspects andeducational approaches. Most comment on the lack of good research andevidence on what works best. Contributors were asked to make a judgmentas to whether the best educational approaches for children with eachdisability are individually based - the "unique differences" approach -or whether there is evidence for a "general differences" approach -teaching methods based on the needs of the group.