Introduction

Children with mild to moderate learning difficulties (MLD) make up the largest sub-group of children requiring special educational needs, and yet they are often neglected in terms of research and in their influence on future Government policies. This book, based on a Nuffield Foundation research project, considers the perspectives of children with moderate learning difficulties, reviewing relevant issues such as:

• identification of children with MLD;
• appropriate curriculum and pedagogy;
• inclusion in mainstream schools;
• their identity and self-perception.

The authors weave their findings into a wider review of current research in the MLD field and use a range of perspectives, from the professional, to psychological and sociological.

This is a contemporary look at MLD that discusses the historical and policy context, origins and justification for having a category for MLD. Students, researchers, and academics that are active in the field of inclusive education will find this an insightful and comprehensive text.