Special Teaching for Special Children? Pedagogies for Inclusion
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.
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Chapter 02 Deafness
Chapter 03 Visual impairment
Chapter 04 Deafblindness
Chapter 05 Severe learning difficulties
Chapter 06 Profound and multiple learning difficulties
Chapter 07 Children with Downs syndrome
Chapter 08 English as an additional language and children with speech language and communication needs
Chapter 11 Dyslexia
Chapter 12 Dyspraxia
Chapter 13 Social emotional and behavioural difficulties
Chapter 14 Moderate learning difficulties
Chapter 15 Low attainment
Chapter 09 Autistic spectrum disorders
Chapter 10 ADHD
Otras ediciones - Ver todas
Special Teaching For Special Children? Pedagogies For Inclusion: A Pedagogy ...
Lewis, Ann,Norwich, Brahm
Vista previa limitada - 2004
ability academic AD/HD ADHD ASDs aspects assessment Autism Behavioural Difficulties Braille chapter child children with Down’s classroom cognitive common conceptual context continuum David Fulton deaf children deaf pupils deafblind definition developmental developmental coordination disorder Dijk distinctive Down’s syndrome dyslexia dyslexic dyslexic children dyspraxia EBD setting effective Emotional and Behavioural environment evaluation evidence example focus focused framework identified integrated interventions Journal of Special 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 programmes Psychology Reading Recovery relation relevant SEBD sensory severe learning difficulties sign bilingual skills social special educational needs special needs specific studies suggests teachers teaching approaches teaching strategies tion understanding unique differences position visual impairment
Página 1 - In terms of learning, universal design means the design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.
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Changing Teaching And Learning In The Primary School
Vista previa limitada - 2006