Commonsense methods for children with special educational needs
By: Peter Westwood.
Edition: 5th ed.
Publisher: Routledge
Published: 2007
Place of publication: London; New York
Language: eng
Number of pages: 254
ISBN-13: 9780415415811; 9780415415828
Subjects: Children with disabilities -- Education; Mainstreaming in education
Notes: Includes bibliographical references (p. [224]-248) and index.
Table of contents: title: 1. Special educational needs and learning difficulties; title: Inclusive schooling and special educational needs; title: Factors associated with successful inclusion; title: How many students have special educational needs?; title: Learning difficulties : confusing terminology; title: Students with general and specific learning difficulties; title: Possible causes of general learning difficulty; title: Students with specific learning disabilities (SpLD); title: Identification of SpLD; title: Dyslexia and other learning disabilities; title: Possible causes of specific learning disability; title: Is the concept of 'learning disability' useful?; title: Correlates of learning difficulty : reduced motivation and learned helplessness; title: Impact of students' learning difficulties on teachers' motivation; title: Teaching approaches; title: 2. Students with intellectual disability and autism; title: Guiding principles for the mainstream teacher; title: Students with intellectual disability; title: Approaches for individuals with severe and complex disabilities; title: Asperger syndrome; title: 3. Students with physical disabilities and sensory impairments; title: Students with physical disabilities; title: Augmentative and alternative communication; title: General points for the mainstream teacher; title: Students with impaired vision; title: Students with impaired hearing; title: 4. Teaching children self-management and self-regulation; title: Definition of terms; title: Self-management in children; title: Self-management can be taught; title: Locus of control; title: Attribution retraining; title: Teaching task-approach strategies; title: The development of self-regulation in learning; title: Cognitive behaviour modification (CBM); title: 5. The management of behaviour; title: Preventing behaviour problems; title: Positive behaviour support (PBS); title: Classroom behaviour; title: Identifying the problem; title: Behaviour modification; title: Strategies for reducing disruptive behaviour; title: Aggressive behaviour; title: Bullying; title: Cognitive approaches to self-control; title: Social stories; title: Attention-deficit hyperactivity disorder (ADHD); title: 6. Improving social skills and peer group acceptance; title: Opportunities for social interaction; title: Identification of children with peer relationship problems; title: Creating a supportive environment; title: Influencing attitudes; title: Circle of Friends; title: Facilitating social interaction; title: Organisation for group work; title: What are social skills?; title: Social skills training; title: Is social skill training effective?; title: 7. Developing early literacy skills : Principles and practices; title: Differing perspectives on reading methodology; title: A skills-based approach to reading; title: The meaning-emphasis approach; title: Shared-book experience; title: Language-experience approach; title: Guided reading; title: A traditional method revisited; title: A focus on comprehension; title: Difficulties in comprehension; title: Improving comprehension; title: 8. Planning effective intervention for literacy problems; title: The needs of students with learning difficulties; title: Planning intervention from assessment data; title: General principles of assessment; title: Assessing a non-reader; title: Assessment for a student above beginner level; title: Assessing the student who has reached a reading plateau; title: Additional factors to consider when students are not successful; title: Intervention programmes; title: Literacy Hour; title: Tutoring; title: General principles for literacy intervention; title: 9. Strategies for overcoming or preventing reading difficulties; title: Pre-reading and early reading experiences; title: Building sight vocabulary; title: Phonological awareness; title: Phonological training : general principles; title: Teaching letter-sound correspondences; title: Simple word-building experience; title: Games and apparatus; title: Multi-sensory approaches; title: Cloze procedure; title: Repeated Reading and the Impress Method; title: Pause, Prompt, Praise (PPP); title: Sustained Silent Reading (SSR); title: Computers, ICT and reading; title: 10. Helping students improve their writing; title: Sequential development of writing; title: Difficulties in writing; title: Losing confidence and motivation; title: Teaching approaches; title: Intervention for individuals and groups; title: Paving the way to success; title: Paired writing; title: Suggestions for reluctant writers; title: Word processors; title: 11. Developing spelling skills; title: Whole-language perspectives on spelling; title: Interventionist perspectives on spelling; title: Developmental stages in spelling acquisition; title: Do we spell by eye, by ear, by hand, or by brain?; title: Individual differences among spellers; title: Teaching spelling by visual-emphasis approach; title: Applying phonic principles; title: Spelling from meaning; title: The morphemic approach; title: Spelling rules; title: Dictation; title: Should spelling lists be used?; title: Developing strategic spellers; title: Simultaneous Oral Spelling (SOS); title: Repeated writing; title: Old Way/New Way method; title: Word Sorts; title: Programming for individual students; title: 12. Developing numeracy and math problem-solving skills; title: Contemporary perspectives on mathematics teaching; title: Whole-class teaching and group work; title: Learning difficulties in mathematics; title: What should be taught?; title: A diagnostic approach; title: Three levels of assessment; title: Teaching and learning at the concrete and semi-concrete levels; title: Computation and algorithms; title: Developing problem-solving skills and strategies; title: How do we solve problems?; title: 13. Adapting curriculum and instruction; title: Differentiation; title: Keep it simple; title: Specific examples of differentiation; title: Starting points; title: Modifying curriculum content; title: Adapting resources; title: Adapting instruction; title: Differentiating student output; title: Differentiation of assessment and grading; title: Accommodations for students with disabilities; title: Differentiation is not easy; title: 14. Teaching methods : an overview; title: Teacher-directed approaches; title: Student-centred approaches; title: Computer-based learning (CBL) and computer-assisted learning (CAL).