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Enabling Education Experiences in special and ordinary schools
274
Book reviews
Enabling Education Experiences in special and ordinary schools Tufnell Press, 47 Dalmeny Road, London N7 ODY 1998 (ISBN I 872767 761) 272 ipaaes
by Priscilla Alderson and Christopher Goodey f11.99 This book sets out to contrast the differences experienced by disabled pupils a n d their families in two local education authorities (LEAS) in ‘West County’ and ‘East City’ during 1994-1996. The two L,EAs are at extreme opposite ends of the special education spectrum. In East City, most disabled children attend mainstream, mixed ability, co-educational, multi-ethnic schools. The LEA regards segregation as discriminatory; it has a policy to close special schools and has closed all but one. West County has seven special schools and 15 special units and a high lrvel of selective education with 2 3 private schools a n d mainstream secondary schools which are grammar or high, and almost entirely white and singlesex. ’The views and experiences of 36 pupils with physical, sensory, emotional or learning difficulties and of adults responsible for them were investigated by interviews and observation of daily activities. Some of the findings are recorded with transcripts of intcrviews which reinforce the central message, that special e d u c a t i o n is discriminatory, a n d leads c h i l d r e n i n t o dependency, reducing their life chances regardless of their ;I hi li tics. Special schools are examined in terms of ‘what is special
The Swiss Ball Theory, basis exercises and clinical application Springer Verlag, Heidelberg 1998 (ISBN 3 540 6 1 144 4) lllus 385 Daaes
by Beate Carriere f26.50 This book is a great help for anybody who is interested in thinking of the body as a whole and wanting to motivate patients to take active control in their rehabilitation. Beate Carriere, who is known as an excellent physiotherapist and lecturer in the United States as well as on the Continent, is demonstrating again her gift of presenting very complex ideas Physiotherapy May 1SSS/vol 85/no 5
about them?’ The conclusion is that they are hardly special in terms of resources, staffing and outcomes. The difference is highlighted between ordinary, mainstream schools and inclusive schools which enable pupils to participate fully and promote positive attitudes towards differences. The point is made that in inclusive I,EAs, enough impaired students attend local schools in groups to prevent isolation and bullying and make the extra equipment and adaptations cost effective. In some special schools, ‘too many therapists can divert the school’s main remit away from education. Mainstream schools are more likely to see that therapy is fitted around learning and that students doubtly benefit.’ These assumptions are made with little discussion of the problems in providing really inclusive well-resourced education which meets all the children’s needs in a timetable now bursting at the seams with the National Curriculum, Literacy Hour, and the soon to be implemented Numeracy Hour. Despite t h e bias of t h e arguments generalised from a selection of anecdotal evidence and few available data, thc authors present a persuasive and readable account, including observations of good and bad practice, which will be of interest to and challenge those involved in special education. It is relevant reading for physiotherapists working in schools although some of the anecdotes d o not make comfortable reading and there is lack of balance in the content. Pamela Alderson’s previous publication on children’s consent to surgery demonstrates a more valid approach to carrying out sociological research.
Carole Hurran BA GradDipPhys MCSP
in the simplest possible way. Her vast background knowledge does not overwhelm readers but coaxes them into wanting to know more. It is absorbing reading whether just as a reference hook for physiotherapists specialising in a certain subject, o r reading it as a whole to see the wide variety of scope there is for the ball in all fields of rehabilitation. Every single exercise is well explained with photographs or drawings a n d detailed text. Beate Carriere has t h e same analytical approach as Susanne Klein-Vogelbach (Functional K i n e t i c s ISBN 3 540 15350 0 a n d Therapeulic Exercises i n Functional Kinetics ISBN 3 540 52731 1) and helps readers with clear layout and by highlighting important text in boxes. It is not essential to have a functional kinetics background, but if you do, the book is as fascinating as a good novel!
Mannie Babington Smith MCSP
Book reviews
Enabling Education Experiences in special and ordinary schools Tufnell Press, 47 Dalmeny Road, London N7 ODY 1998 (ISBN I 872767 761) 272 ipaaes
by Priscilla Alderson and Christopher Goodey f11.99 This book sets out to contrast the differences experienced by disabled pupils a n d their families in two local education authorities (LEAS) in ‘West County’ and ‘East City’ during 1994-1996. The two L,EAs are at extreme opposite ends of the special education spectrum. In East City, most disabled children attend mainstream, mixed ability, co-educational, multi-ethnic schools. The LEA regards segregation as discriminatory; it has a policy to close special schools and has closed all but one. West County has seven special schools and 15 special units and a high lrvel of selective education with 2 3 private schools a n d mainstream secondary schools which are grammar or high, and almost entirely white and singlesex. ’The views and experiences of 36 pupils with physical, sensory, emotional or learning difficulties and of adults responsible for them were investigated by interviews and observation of daily activities. Some of the findings are recorded with transcripts of intcrviews which reinforce the central message, that special e d u c a t i o n is discriminatory, a n d leads c h i l d r e n i n t o dependency, reducing their life chances regardless of their ;I hi li tics. Special schools are examined in terms of ‘what is special
The Swiss Ball Theory, basis exercises and clinical application Springer Verlag, Heidelberg 1998 (ISBN 3 540 6 1 144 4) lllus 385 Daaes
by Beate Carriere f26.50 This book is a great help for anybody who is interested in thinking of the body as a whole and wanting to motivate patients to take active control in their rehabilitation. Beate Carriere, who is known as an excellent physiotherapist and lecturer in the United States as well as on the Continent, is demonstrating again her gift of presenting very complex ideas Physiotherapy May 1SSS/vol 85/no 5
about them?’ The conclusion is that they are hardly special in terms of resources, staffing and outcomes. The difference is highlighted between ordinary, mainstream schools and inclusive schools which enable pupils to participate fully and promote positive attitudes towards differences. The point is made that in inclusive I,EAs, enough impaired students attend local schools in groups to prevent isolation and bullying and make the extra equipment and adaptations cost effective. In some special schools, ‘too many therapists can divert the school’s main remit away from education. Mainstream schools are more likely to see that therapy is fitted around learning and that students doubtly benefit.’ These assumptions are made with little discussion of the problems in providing really inclusive well-resourced education which meets all the children’s needs in a timetable now bursting at the seams with the National Curriculum, Literacy Hour, and the soon to be implemented Numeracy Hour. Despite t h e bias of t h e arguments generalised from a selection of anecdotal evidence and few available data, thc authors present a persuasive and readable account, including observations of good and bad practice, which will be of interest to and challenge those involved in special education. It is relevant reading for physiotherapists working in schools although some of the anecdotes d o not make comfortable reading and there is lack of balance in the content. Pamela Alderson’s previous publication on children’s consent to surgery demonstrates a more valid approach to carrying out sociological research.
Carole Hurran BA GradDipPhys MCSP
in the simplest possible way. Her vast background knowledge does not overwhelm readers but coaxes them into wanting to know more. It is absorbing reading whether just as a reference hook for physiotherapists specialising in a certain subject, o r reading it as a whole to see the wide variety of scope there is for the ball in all fields of rehabilitation. Every single exercise is well explained with photographs or drawings a n d detailed text. Beate Carriere has t h e same analytical approach as Susanne Klein-Vogelbach (Functional K i n e t i c s ISBN 3 540 15350 0 a n d Therapeulic Exercises i n Functional Kinetics ISBN 3 540 52731 1) and helps readers with clear layout and by highlighting important text in boxes. It is not essential to have a functional kinetics background, but if you do, the book is as fascinating as a good novel!
Mannie Babington Smith MCSP