| 000 | 06989cam a2200385 a 4500 | ||
|---|---|---|---|
| 999 |
_c1179 _d1179 |
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| 001 | 14514525 | ||
| 003 | OSt | ||
| 005 | 20200122122843.0 | ||
| 008 | 060823s2007 enk b 001 0 eng | ||
| 010 | _a 2006027416 | ||
| 020 | _a0415415829 (pbk) | ||
| 020 | _a9780415415828 (pbk) | ||
| 035 | _a(OCoLC)71146305 | ||
| 035 | _a(OCoLC)ocm71146305 | ||
| 040 |
_aDLC _cDLC _dDLC |
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| 050 | 0 | 0 |
_aLC4015 _b.W44 2007 |
| 082 | 0 | 0 |
_a371.9 WES _222 |
| 100 | 1 | _aWestwood, Peter | |
| 245 | 1 | 0 |
_aCommonsense methods for children with special educational needs / _cPeter Westwood. |
| 250 | _a5th ed. | ||
| 260 |
_aLondon ; _aNew York : _bRoutledge, _c2007. |
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| 300 |
_axiii, 254 p. ; _c24 cm. |
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| 504 | _aIncludes bibliographical references (p. [224]-248) and index. | ||
| 505 | 0 | _a1. 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 | _a5. 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 | _a9. 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 | _a12. 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 |
_aChildren with disabilities _xEducation. |
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| 650 | 0 | _aMainstreaming in education. | |
| 856 | 4 | 1 |
_3Table of contents only _uhttp://www.loc.gov/catdir/toc/ecip0619/2006027416.html |
| 856 | 4 | 2 |
_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy0731/2006027416-d.html |
| 906 |
_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg |
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| 942 |
_2ddc _cSTS |
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