Commonsense methods for children with special educational needs /
Westwood, Peter
Commonsense methods for children with special educational needs / Peter Westwood. - 5th ed. - London ; New York : Routledge, 2007. - xiii, 254 p. ; 24 cm.
Includes bibliographical references (p. [224]-248) and index.
1. Special educational needs and learning difficulties -- Inclusive schooling and special educational needs -- Factors associated with successful inclusion -- How many students have special educational needs? -- Learning difficulties : confusing terminology -- Students with general and specific learning difficulties -- Possible causes of general learning difficulty -- Students with specific learning disabilities (SpLD) -- Identification of SpLD -- Dyslexia and other learning disabilities -- Possible causes of specific learning disability -- Is the concept of 'learning disability' useful? -- Correlates of learning difficulty : reduced motivation and learned helplessness -- Impact of students' learning difficulties on teachers' motivation -- Teaching approaches -- 2. Students with intellectual disability and autism -- Guiding principles for the mainstream teacher -- Students with intellectual disability -- Approaches for individuals with severe and complex disabilities -- Asperger syndrome -- 3. Students with physical disabilities and sensory impairments -- Students with physical disabilities -- Augmentative and alternative communication -- General points for the mainstream teacher -- Students with impaired vision -- Students with impaired hearing -- 4. Teaching children self-management and self-regulation -- Definition of terms -- Self-management in children -- Self-management can be taught -- Locus of control -- Attribution retraining -- Teaching task-approach strategies -- The development of self-regulation in learning -- Cognitive behaviour modification (CBM) -- 5. The management of behaviour -- Preventing behaviour problems -- Positive behaviour support (PBS) -- Classroom behaviour -- Identifying the problem -- Behaviour modification -- Strategies for reducing disruptive behaviour -- Aggressive behaviour -- Bullying -- Cognitive approaches to self-control -- Social stories -- Attention-deficit hyperactivity disorder (ADHD) --6. Improving social skills and peer group acceptance -- Opportunities for social interaction -- Identification of children with peer relationship problems -- Creating a supportive environment -- Influencing attitudes -- Circle of Friends -- Facilitating social interaction -- Organisation for group work -- What are social skills? -- Social skills training -- Is social skill training effective? -- 7. Developing early literacy skills : Principles and practices -- Differing perspectives on reading methodology -- A skills-based approach to reading -- The meaning-emphasis approach -- Shared-book experience -- Language-experience approach -- Guided reading -- A traditional method revisited -- A focus on comprehension -- Difficulties in comprehension -- Improving comprehension -- 8. Planning effective intervention for literacy problems -- The needs of students with learning difficulties -- Planning intervention from assessment data -- General principles of assessment -- Assessing a non-reader -- Assessment for a student above beginner level -- Assessing the student who has reached a reading plateau -- Additional factors to consider when students are not successful -- Intervention programmes -- Literacy Hour -- Tutoring -- General principles for literacy intervention -- 9. Strategies for overcoming or preventing reading difficulties -- Pre-reading and early reading experiences -- Building sight vocabulary -- Phonological awareness -- Phonological training : general principles -- Teaching letter-sound correspondences -- Simple word-building experience -- Games and apparatus -- Multi-sensory approaches -- Cloze procedure -- Repeated Reading and the Impress Method -- Pause, Prompt, Praise (PPP) -- Sustained Silent Reading (SSR) -- Computers, ICT and reading -- 10. Helping students improve their writing -- Sequential development of writing -- Difficulties in writing -- Losing confidence and motivation -- Teaching approaches -- Intervention for individuals and groups -- Paving the way to success -- Paired writing -- Suggestions for reluctant writers -- Word processors -- 11. Developing spelling skills -- Whole-language perspectives on spelling -- Interventionist perspectives on spelling -- Developmental stages in spelling acquisition -- Do we spell by eye, by ear, by hand, or by brain? -- Individual differences among spellers -- Teaching spelling by visual-emphasis approach -- Applying phonic principles -- Spelling from meaning -- The morphemic approach -- Spelling rules -- Dictation -- Should spelling lists be used? -- Developing strategic spellers -- Simultaneous Oral Spelling (SOS) -- Repeated writing -- Old Way/New Way method -- Word Sorts -- Programming for individual students -- 12. Developing numeracy and math problem-solving skills -- Contemporary perspectives on mathematics teaching -- Whole-class teaching and group work -- Learning difficulties in mathematics -- What should be taught? -- A diagnostic approach -- Three levels of assessment -- Teaching and learning at the concrete and semi-concrete levels -- Computation and algorithms -- Developing problem-solving skills and strategies -- How do we solve problems? -- 13. Adapting curriculum and instruction -- Differentiation -- Keep it simple -- Specific examples of differentiation -- Starting points -- Modifying curriculum content -- Adapting resources -- Adapting instruction -- Differentiating student output -- Differentiation of assessment and grading -- Accommodations for students with disabilities -- Differentiation is not easy -- 14. Teaching methods : an overview -- Teacher-directed approaches -- Student-centred approaches -- Computer-based learning (CBL) and computer-assisted learning (CAL).
0415415829 (pbk) 9780415415828 (pbk)
2006027416
Children with disabilities--Education.
Mainstreaming in education.
LC4015 / .W44 2007
371.9 WES
Commonsense methods for children with special educational needs / Peter Westwood. - 5th ed. - London ; New York : Routledge, 2007. - xiii, 254 p. ; 24 cm.
Includes bibliographical references (p. [224]-248) and index.
1. Special educational needs and learning difficulties -- Inclusive schooling and special educational needs -- Factors associated with successful inclusion -- How many students have special educational needs? -- Learning difficulties : confusing terminology -- Students with general and specific learning difficulties -- Possible causes of general learning difficulty -- Students with specific learning disabilities (SpLD) -- Identification of SpLD -- Dyslexia and other learning disabilities -- Possible causes of specific learning disability -- Is the concept of 'learning disability' useful? -- Correlates of learning difficulty : reduced motivation and learned helplessness -- Impact of students' learning difficulties on teachers' motivation -- Teaching approaches -- 2. Students with intellectual disability and autism -- Guiding principles for the mainstream teacher -- Students with intellectual disability -- Approaches for individuals with severe and complex disabilities -- Asperger syndrome -- 3. Students with physical disabilities and sensory impairments -- Students with physical disabilities -- Augmentative and alternative communication -- General points for the mainstream teacher -- Students with impaired vision -- Students with impaired hearing -- 4. Teaching children self-management and self-regulation -- Definition of terms -- Self-management in children -- Self-management can be taught -- Locus of control -- Attribution retraining -- Teaching task-approach strategies -- The development of self-regulation in learning -- Cognitive behaviour modification (CBM) -- 5. The management of behaviour -- Preventing behaviour problems -- Positive behaviour support (PBS) -- Classroom behaviour -- Identifying the problem -- Behaviour modification -- Strategies for reducing disruptive behaviour -- Aggressive behaviour -- Bullying -- Cognitive approaches to self-control -- Social stories -- Attention-deficit hyperactivity disorder (ADHD) --6. Improving social skills and peer group acceptance -- Opportunities for social interaction -- Identification of children with peer relationship problems -- Creating a supportive environment -- Influencing attitudes -- Circle of Friends -- Facilitating social interaction -- Organisation for group work -- What are social skills? -- Social skills training -- Is social skill training effective? -- 7. Developing early literacy skills : Principles and practices -- Differing perspectives on reading methodology -- A skills-based approach to reading -- The meaning-emphasis approach -- Shared-book experience -- Language-experience approach -- Guided reading -- A traditional method revisited -- A focus on comprehension -- Difficulties in comprehension -- Improving comprehension -- 8. Planning effective intervention for literacy problems -- The needs of students with learning difficulties -- Planning intervention from assessment data -- General principles of assessment -- Assessing a non-reader -- Assessment for a student above beginner level -- Assessing the student who has reached a reading plateau -- Additional factors to consider when students are not successful -- Intervention programmes -- Literacy Hour -- Tutoring -- General principles for literacy intervention -- 9. Strategies for overcoming or preventing reading difficulties -- Pre-reading and early reading experiences -- Building sight vocabulary -- Phonological awareness -- Phonological training : general principles -- Teaching letter-sound correspondences -- Simple word-building experience -- Games and apparatus -- Multi-sensory approaches -- Cloze procedure -- Repeated Reading and the Impress Method -- Pause, Prompt, Praise (PPP) -- Sustained Silent Reading (SSR) -- Computers, ICT and reading -- 10. Helping students improve their writing -- Sequential development of writing -- Difficulties in writing -- Losing confidence and motivation -- Teaching approaches -- Intervention for individuals and groups -- Paving the way to success -- Paired writing -- Suggestions for reluctant writers -- Word processors -- 11. Developing spelling skills -- Whole-language perspectives on spelling -- Interventionist perspectives on spelling -- Developmental stages in spelling acquisition -- Do we spell by eye, by ear, by hand, or by brain? -- Individual differences among spellers -- Teaching spelling by visual-emphasis approach -- Applying phonic principles -- Spelling from meaning -- The morphemic approach -- Spelling rules -- Dictation -- Should spelling lists be used? -- Developing strategic spellers -- Simultaneous Oral Spelling (SOS) -- Repeated writing -- Old Way/New Way method -- Word Sorts -- Programming for individual students -- 12. Developing numeracy and math problem-solving skills -- Contemporary perspectives on mathematics teaching -- Whole-class teaching and group work -- Learning difficulties in mathematics -- What should be taught? -- A diagnostic approach -- Three levels of assessment -- Teaching and learning at the concrete and semi-concrete levels -- Computation and algorithms -- Developing problem-solving skills and strategies -- How do we solve problems? -- 13. Adapting curriculum and instruction -- Differentiation -- Keep it simple -- Specific examples of differentiation -- Starting points -- Modifying curriculum content -- Adapting resources -- Adapting instruction -- Differentiating student output -- Differentiation of assessment and grading -- Accommodations for students with disabilities -- Differentiation is not easy -- 14. Teaching methods : an overview -- Teacher-directed approaches -- Student-centred approaches -- Computer-based learning (CBL) and computer-assisted learning (CAL).
0415415829 (pbk) 9780415415828 (pbk)
2006027416
Children with disabilities--Education.
Mainstreaming in education.
LC4015 / .W44 2007
371.9 WES