Special Teaching For Special Children? Pedagogies For Inclusion: A Pedagogy for Inclusion?McGraw-Hill Education (UK), 2004 M11 1 - 238 páginas This book addresses this question, looking at pupils’ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs. Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that ‘good teaching is good teaching for all’ and that all children benefit from similar approaches. |
Contenido
Chapter 01 How specialized is teaching pupils with disabilities and difficulties? | 1 |
Chapter 02 Deafness | 15 |
Chapter 03 Visual impairment | 26 |
Chapter 04 Deafblindness | 41 |
Chapter 05 Severe learning difficulties | 53 |
Chapter 06 Profound and multiple learning difficulties | 67 |
Chapter 07 Children with Downs syndrome | 81 |
Chapter 08 English as an additional language and children with speech language and communication needs | 96 |
Chapter 11 Dyslexia | 138 |
Chapter 12 Dyspraxia | 150 |
Chapter 13 Social emotional and behavioural difficulties | 166 |
Chapter 14 Moderate learning difficulties | 180 |
Chapter 15 Low attainment | 192 |
overall conclusions | 206 |
| 223 | |
Back cover | 239 |
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Términos y frases comunes
academic AD/HD ADHD ASDs aspects assessment Autism Behavioural Difficulties benefit Braille chapter child children with Down’s classroom cognitive common conceptual context continuum David Fulton deaf children deaf pupils deafblind defined definition developmental developmental coordination disorder Dijk distinctive Down’s syndrome dyslexia dyslexic dyspraxia EBD setting effective emotional and behavioural environment evaluation evidence example field findings focus focused framework identified influence integrated interventions knowledge language learners who experience learners with SLCN learning disabilities Lewis literacy literature London low attainers low vision Mental Retardation moderate learning difficulties motor Norwich particular pedagogic strategies pedagogical approaches phonological phonological awareness practice problems profile programmes Psychology reading Reading Recovery reflect relation relevant SEBD sensory severe learning difficulties sign bilingual significant skills social special educational needs special needs specific studies suggests teachers teaching strategies tion understanding unique differences position visual impairment