Commonsense methods for children with special educational needs:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2008
|
| Ausgabe: | 5. ed., repr. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 254 S. |
| ISBN: | 9780415415828 0415415810 9780415415811 0415415829 9780203643303 0203643305 |
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Datensatz im Suchindex
| _version_ | 1804137688589139968 |
|---|---|
| adam_text | Contents
Introduction
xii
1 Special
educational needs and learning difficulties
1
Inclusive schooling and special educational needs
2
Factors associated with successful inclusion
4
How many students have special educational needs?
5
Learning difficulties: confusing terminology
6
Students with general and specific learning difficulties
6
Possible causes of general learning difficulty
7
Students with specific learning disabilities (SpLD)
8
Identification of SpLD
9
Dyslexia and other learning disabilities
10
Possible causes of specific learning disability
11
Is the concept of learning disability
useful?
12
Correlates of learning difficulty: reduced motivation and
learned helplessness
12
Impact of students learning difficulties on teachers
motivation
13
Teaching approaches
14
2
Students with intellectual disability and autism
17
Guiding principles for the mainstream teacher
17
Students with intellectual disability
18
Approaches for individuals with severe and complex
disabilities
24
Asperger
Syndrome
31
3
Students with physical disabilities and sensory impairments
34
Students with physical disabilities
34
Augmentative and alternative communication
39
viii Contents
General
points
for the mainstream teacher
40
Students with impaired vision
40
Students with impaired hearing
45
4
Teaching children self-management and self-regulation
53
Definition of terms
53
Self-management in children
54
Self-management can be taught
55
Locus of control
56
Attribution retraining
57
Teaching task-approach strategies
58
The development of self-regulation in learning
59
Cognitive behaviour modification (CBM)
61
5
The management of behaviour
63
Preventing behaviour problems
64
Positive Behaviour Support (PBS)
64
Classroom behaviour
65
Iden
tifying the problem
6 7
Behaviour modification
68
Strategies for reducing disruptive behaviour
69
Aggressive behaviour
73
Bullying
74
Cognitive approaches to self-control
75
Social stories
75
Attention-deficit hyperactivity disorder (ADHD)
77
6
Improving social skills and peer group acceptance
80
Opportunities for social interaction
80
Identification of children with peer relationship
problems
81
Creating a supportive environment
83
Influencing attitudes
83
Circle of Friends
84
Facilitating social interaction
85
Organisation for group work
86
What are social skills
? 87
Social skills training
88
Is social skills training effective?
90
Contents
¡χ
7
Developing early literacy skills: principles and practices
93
Differing perspectives on reading methodology
94
A skills-based approach to reading
94
The meaning-emphasis approach
96
Shared-book experience
98
Language-experience approach
100
Guided reading
103
A traditional method revisited
104
A focus on comprehension
105
Difficulties in comprehension
106
Improving comprehension
107
8
Planning effective intervention for literacy problems
111
The needs of students with learning difficulties 111
Planning intervention from assessment data I
12
General principles of assessment
114
Assessing a non-reader
116
Assessment for a student above beginner level
117
Assessing the student who has reached a reading
plateau
119
Additional factors to consider when students are not
successful
120
Intervention programmes
121
Literacy Hour
124
Tutoring
125
General principles for literacy intervention
125
9
Strategies for overcoming or preventing reading
difficulties
129
Pre-reading and early reading experiences
129
Building sight vocabulary
130
Phonological awareness
131
Phonological training: general principles
133
Teaching letter-sound correspondences
134
Simple word-building experience
136
Games and apparatus
137
Multi-sensory approaches
138
Cloze procedure
139
Repeated Reading and the Impress Method
139
Pause, Prompt, Praise (PPP)
140
χ
Contents
Sustained Silent Reading
(SSR)
141
Computers, ICT and reading
141
10
Helping students improve their writing
144
Sequential development of writing
144
Difficulties in writing
145
Losing confidence and motivation
145
Teaching approaches
146
Intervention for individuals and groups
151
Paving the way to success
152
Paired writing
153
Suggestions for reluctant writers
153
Word processors
157
11
Developing spelling skills
160
Whole-language perspectives on spelling
161
interventionist perspectives on spelling
161
Developmental stages in spelling acquisition
162
Do we spell by eye, by ear, by hand, or by brain?
163
Individual differences among spellers
166
Teaching spelling by the visual-emphasis approach
167
Applying phonic principles
168
Spelling from meaning
169
The morphemic approach
169
Spelling rules
170
Dictation 1
70
Should spelling lists be used?
171
Developing strategic spellers
171
Simultaneous Oral Spelling (SOS)
172
Repeated writing
173
Old Way/New Way method
173
Word Sorts
174
Programming for individual students 1
74
12
Developing numeracy and mathematical problem-
solving skills
177
Contemporan-
perspectives on mathematics teaching
177
Whole-class teaching and group work
179
Learning difficulties in mathematics
179
What should be taught?
180
Contents xi
A diagnostic approach
181
Three levels of assessment
183
Teaching and learning at the concrete and semi-concrete
levels
186
Computation and algorithms
188
Developing problem-solving skills and strategies
190
How do we solve problems?
191
13
Adapting curriculum and instruction
195
Differentiation
196
Keep it simple
196
Specific examples of differentiation
197
Starting points
198
Modifying curriculum content
200
Adapting resources
201
Adapting instruction
202
Differentiating student
output
203
Differentiation of assessment and grading
204
Accommodations for students with disabilities
207
Differentiation is not easv
207
14
Teaching methods: an overview
209
Teacher-directed approaches
210
Student-centred approaches
214
Computer-based learning (CBL) and computer-assisted
learning
(CAL)
221
References
224
Index
249
|
| adam_txt |
Contents
Introduction
xii
1 Special
educational needs and learning difficulties
1
Inclusive schooling and special educational needs
2
Factors associated with successful inclusion
4
How many students have special educational needs?
5
Learning difficulties: confusing terminology
6
Students with general and specific learning difficulties
6
Possible causes of general learning difficulty
7
Students with specific learning disabilities (SpLD)
8
Identification of SpLD
9
Dyslexia and other learning disabilities
10
Possible causes of specific learning disability
11
Is the concept of 'learning disability
'
useful?
12
Correlates of learning difficulty: reduced motivation and
learned helplessness
12
Impact of students 'learning difficulties on teachers
'
motivation
13
Teaching approaches
14
2
Students with intellectual disability and autism
17
Guiding principles for the mainstream teacher
17
Students with intellectual disability
18
Approaches for individuals with severe and complex
disabilities
24
Asperger
Syndrome
31
3
Students with physical disabilities and sensory impairments
34
Students with physical disabilities
34
Augmentative and alternative communication
39
viii Contents
General
points
for the mainstream teacher
40
Students with impaired vision
40
Students with impaired hearing
45
4
Teaching children self-management and self-regulation
53
Definition of terms
53
Self-management in children
54
Self-management can be taught
55
Locus of control
56
Attribution retraining
57
Teaching task-approach strategies
58
The development of self-regulation in learning
59
Cognitive behaviour modification (CBM)
61
5
The management of behaviour
63
Preventing behaviour problems
64
Positive Behaviour Support (PBS)
64
Classroom behaviour
65
Iden
tifying the problem
6 7
Behaviour modification
68
Strategies for reducing disruptive behaviour
69
Aggressive behaviour
73
Bullying
74
Cognitive approaches to self-control
75
Social stories
75
Attention-deficit hyperactivity disorder (ADHD)
77
6
Improving social skills and peer group acceptance
80
Opportunities for social interaction
80
Identification of children with peer relationship
problems
81
Creating a supportive environment
83
Influencing attitudes
83
Circle of Friends
84
Facilitating social interaction
85
Organisation for group work
86
What are social skills
? 87
Social skills training
88
Is social skills training effective?
90
Contents
¡χ
7
Developing early literacy skills: principles and practices
93
Differing perspectives on reading methodology
94
A skills-based approach to reading
94
The meaning-emphasis approach
96
Shared-book experience
98
Language-experience approach
100
Guided reading
103
A traditional method revisited
104
A focus on comprehension
105
Difficulties in comprehension
106
Improving comprehension
107
8
Planning effective intervention for literacy problems
111
The needs of students with learning difficulties 111
Planning intervention from assessment data I
12
General principles of assessment
114
Assessing a non-reader
116
Assessment for a student above beginner level
117
Assessing the student who has reached a reading
plateau
119
Additional factors to consider when students are not
successful
120
Intervention programmes
121
Literacy Hour
124
Tutoring
125
General principles for literacy intervention
125
9
Strategies for overcoming or preventing reading
difficulties
129
Pre-reading and early reading experiences
129
Building sight vocabulary
130
Phonological awareness
131
Phonological training: general principles
133
Teaching letter-sound correspondences
134
Simple word-building experience
136
Games and apparatus
137
Multi-sensory approaches
138
Cloze procedure
139
Repeated Reading and the Impress Method
139
Pause, Prompt, Praise (PPP)
140
χ
Contents
Sustained Silent Reading
(SSR)
141
Computers, ICT and reading
141
10
Helping students improve their writing
144
Sequential development of writing
144
Difficulties in writing
145
Losing confidence and motivation
145
Teaching approaches
146
Intervention for individuals and groups
151
Paving the way to success
152
Paired writing
153
Suggestions for reluctant writers
153
Word processors
157
11
Developing spelling skills
160
Whole-language perspectives on spelling
161
interventionist perspectives on spelling
161
Developmental stages in spelling acquisition
162
Do we spell by eye, by ear, by hand, or by brain?
163
Individual differences among spellers
166
Teaching spelling by the visual-emphasis approach
167
Applying phonic principles
168
Spelling from meaning
169
The morphemic approach
169
Spelling rules
170
Dictation 1
70
Should spelling lists be used?
171
Developing strategic spellers
171
Simultaneous Oral Spelling (SOS)
172
Repeated writing
173
Old Way/New Way method
173
Word Sorts
174
Programming for individual students 1
74
12
Developing numeracy and mathematical problem-
solving skills
177
Contemporan-
perspectives on mathematics teaching
177
Whole-class teaching and group work
179
Learning difficulties in mathematics
179
What should be taught?
180
Contents xi
A diagnostic approach
181
Three levels of assessment
183
Teaching and learning at the concrete and semi-concrete
levels
186
Computation and algorithms
188
Developing problem-solving skills and strategies
190
How do we solve problems?
191
13
Adapting curriculum and instruction
195
Differentiation
196
Keep it simple
196
Specific examples of differentiation
197
Starting points
198
Modifying curriculum content
200
Adapting resources
201
Adapting instruction
202
Differentiating student
output
203
Differentiation of assessment and grading
204
Accommodations for students with disabilities
207
Differentiation is not easv
207
14
Teaching methods: an overview
209
Teacher-directed approaches
210
Student-centred approaches
214
Computer-based learning (CBL) and computer-assisted
learning
(CAL)
221
References
224
Index
249 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Westwood, Peter 1936- |
| author_GND | (DE-588)138846243 |
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| author_role | aut |
| author_sort | Westwood, Peter 1936- |
| author_variant | p w pw |
| building | Verbundindex |
| bvnumber | BV023337358 |
| callnumber-first | L - Education |
| callnumber-label | LC4015 |
| callnumber-raw | LC4015 |
| callnumber-search | LC4015 |
| callnumber-sort | LC 44015 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1420 |
| ctrlnum | (OCoLC)255596471 (DE-599)BVBBV023337358 |
| dewey-full | 371.91 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.91 |
| dewey-search | 371.91 |
| dewey-sort | 3371.91 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 5. ed., repr. |
| format | Book |
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| id | DE-604.BV023337358 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:00:13Z |
| indexdate | 2024-07-09T21:16:16Z |
| institution | BVB |
| isbn | 9780415415828 0415415810 9780415415811 0415415829 9780203643303 0203643305 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016521199 |
| oclc_num | 255596471 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR |
| owner_facet | DE-355 DE-BY-UBR |
| physical | XIII, 254 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Routledge |
| record_format | marc |
| spelling | Westwood, Peter 1936- Verfasser (DE-588)138846243 aut Commonsense methods for children with special educational needs Peter Westwood 5. ed., repr. London [u.a.] Routledge 2008 XIII, 254 S. txt rdacontent n rdamedia nc rdacarrier Erziehung Children with disabilities Education Mainstreaming in education Regelschule (DE-588)4076593-3 gnd rswk-swf Schulische Integration (DE-588)4126716-3 gnd rswk-swf Soziale Integration (DE-588)4077570-7 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Integration (DE-588)4027238-2 gnd rswk-swf Kind (DE-588)4030550-8 s Behinderung (DE-588)4112696-8 s Regelschule (DE-588)4076593-3 s Integration (DE-588)4027238-2 s DE-604 Soziale Integration (DE-588)4077570-7 s Schulische Integration (DE-588)4126716-3 s 1\p DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016521199&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Westwood, Peter 1936- Commonsense methods for children with special educational needs Erziehung Children with disabilities Education Mainstreaming in education Regelschule (DE-588)4076593-3 gnd Schulische Integration (DE-588)4126716-3 gnd Soziale Integration (DE-588)4077570-7 gnd Behinderung (DE-588)4112696-8 gnd Kind (DE-588)4030550-8 gnd Integration (DE-588)4027238-2 gnd |
| subject_GND | (DE-588)4076593-3 (DE-588)4126716-3 (DE-588)4077570-7 (DE-588)4112696-8 (DE-588)4030550-8 (DE-588)4027238-2 |
| title | Commonsense methods for children with special educational needs |
| title_auth | Commonsense methods for children with special educational needs |
| title_exact_search | Commonsense methods for children with special educational needs |
| title_exact_search_txtP | Commonsense methods for children with special educational needs |
| title_full | Commonsense methods for children with special educational needs Peter Westwood |
| title_fullStr | Commonsense methods for children with special educational needs Peter Westwood |
| title_full_unstemmed | Commonsense methods for children with special educational needs Peter Westwood |
| title_short | Commonsense methods for children with special educational needs |
| title_sort | commonsense methods for children with special educational needs |
| topic | Erziehung Children with disabilities Education Mainstreaming in education Regelschule (DE-588)4076593-3 gnd Schulische Integration (DE-588)4126716-3 gnd Soziale Integration (DE-588)4077570-7 gnd Behinderung (DE-588)4112696-8 gnd Kind (DE-588)4030550-8 gnd Integration (DE-588)4027238-2 gnd |
| topic_facet | Erziehung Children with disabilities Education Mainstreaming in education Regelschule Schulische Integration Soziale Integration Behinderung Kind Integration |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016521199&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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