This fifth edition of this successful title provides teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms.Fully revised and updated, this fifth edition includes expanded chapters on: learning difficulties students with intellectual, physical or sensory disabilities behaviour management self-regulation the teaching of literacy and numeracy skills adapting curriculum and instruction. In addition, the book includes a new chapter offering a description and critique of mainstream teaching methods, with particular reference to their suitability for specific purposes and their efficacy in addressing students’ special needs. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice. Offering practical advice on a wide range of suitable intervention methods, this is essential reading for practising teachers and student teachers worldwide. 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).
this New Edition Of This Successful Title Provides Teachers With An Immediate And Comprehensive Source Of Practical Strategies For Meeting Children's Special Needs In Regular Classrooms.
fully Revised And Updated, This Fifth Edition Includes Expanded Chapters On:
- learning Difficulties
- students With Intellectual, Physical Or Sensory Disabilities
- behaviour Management
- self-regulation
- the Teaching Of Literacy And Numeracy Skills
- adapting Curriculum And Instruction.
in Addition, The Book Includes A New Chapter Offering A Description And Critique Of Mainstream Teaching Methods, With Particular Reference To Their Suitability For Specific Purposes And Their Efficacy In Addressing Students’ Special Needs. In All Cases The Practical Advice The Author Gives Is Embedded Within A Clear Theoretical Context Supported By Current Research And Classroom Practice.
offering Practical Advice On A Wide Range Of Suitable Intervention Methods, This Is Essential Reading For Practising Teachers And Student Teachers Worldwide.
Provides practical strategies for meeting children's special needs in regular classrooms, including expanded chapters on learning difficulties, behavior management, and the teaching of literacy and numeracy skills.
