ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes the scene for understanding frames of reference commonly used in the area of special educational needs and disabilities by discussing a variety of psychological models of human learning and behaviour that have been dominant in educational circles at different times. It outlines the history of provision for children seen as 'different' from peers on account of learning, physical or behaviour difficulties, and the changes in thinking about such difficulties over time. The book focuses on children's difficulties in communication and interaction, common indicators of these difficulties, their relationship with learning, and some of the ways that such difficulties might be addressed. It concerns understanding and addressing difficulties in cognition and learning, with particular attention given to moderate and specific learning difficulties.
