Normal view MARC view ISBD view

Commonsense methods for children with special educational needs / (Record no. 1179)

MARC details
000 -LEADER
fixed length control field	06989cam a2200385 a 4500
001 - CONTROL NUMBER
control field	14514525
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20200122122843.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	060823s2007 enk b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2006027416
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0415415829 (pbk)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9780415415828 (pbk)
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)71146305
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)ocm71146305
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	DLC
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LC4015
Item number	.W44 2007
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.9 WES
Edition number	22
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Westwood, Peter
245 10 - TITLE STATEMENT
Title	Commonsense methods for children with special educational needs /
Statement of responsibility, etc.	Peter Westwood.
250 ## - EDITION STATEMENT
Edition statement	5th ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	London ;
--	New York :
Name of publisher, distributor, etc.	Routledge,
Date of publication, distribution, etc.	2007.
300 ## - PHYSICAL DESCRIPTION
Extent	xiii, 254 p. ;
Dimensions	24 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references (p. [224]-248) and index.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note	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) --
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note	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 --
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note	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 --
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note	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).
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Children with disabilities
General subdivision	Education.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Mainstreaming in education.
856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Table of contents only
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/toc/ecip0619/2006027416.html">http://www.loc.gov/catdir/toc/ecip0619/2006027416.html</a>
856 42 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Publisher description
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/enhancements/fy0731/2006027416-d.html">http://www.loc.gov/catdir/enhancements/fy0731/2006027416-d.html</a>
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date due	Date last seen	Date last checked out	Price effective from	Koha item type
		Dewey Decimal Classification			18/3	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	04/09/2019	7	371.9 WES	15680	02/09/2026	27/07/2026	27/07/2026	04/09/2019	Stack text books