Book Review: Gentle Teaching: A Non-Aversive Approach to Helping Persons with Mental Retardation

Billinge E. (1988). The Objectives Model of Curriculum Development — A Creaking Bandwagon? In: Mental Handicap 16 (1):26–29

Bruner J.S. (1966). The will to learn. In: Towards a Theory of Instruction. Cambridge, Mass: Harvard University Press.

Bunt L.G. Hoskyns S.L. (1987). A Perspective on Music Therapy Research in Great Britain. In: Journal of British Music Therapy, 1 (1): 3–6.

Ephraim G.W.E. (1979). Developmental Processes in Mental Handicap: A Generative Structure Approach. Unpublished Ph.D. thesis, Brunei University, Dept. of Psychology.

Evans P. Ware J. (1987). ‘Special Care’ Provision. The Education of Children with Profound and Multiple Learning Difficulties. London: NFER-Nelson.

Iano R.P. (1986). The Study and Development of Teaching: With Implications for the Advancement of Special Education. In: Remedial and Special Education. 1 (5): 50–61.

McConkey R. (1981). Education Without Understanding? In: Special Education: Forward Trends. 8 (3): 8–10.

Nind M. Hewett D. (1988). Interaction As Curriculum: A Process Method in a School for Pupils with Severe Learning Difficulties. In: British Journal of Special Education. 15 (2): 55–57.

Ouvry C. (1987). Educating Children With Profound Handicaps. Kidderminster: BIMH Publications.

Posner G. Strike K.A. (1975). Ideology Versus Technology: The Bias of Behavioural Objectives. In: Educational Technology. 15 (5): 28–33.

Schaffer H.R. (1977a). Mothering. London: Fontana/Open Books.

Schaffer H.R. (1977b). Early Interactive Development. (ed) Studies in Mother-Infant Interaction. London: Academic Press.

Wood S. Shears B. (1986). Teaching Children with Severe Learning Difficulties: A Radical Reappraisal. Beckenham: Croom Helm.