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| Edition | Availability |
|---|---|
1
Commonsense methods for children with special educational needs
2007, Routledge
in English
- 5th ed.
0415415810 9780415415811
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2
Commonsense Methods for Children with Special Educational Needs: Strategies for the Regular Classroom
2004, Taylor & Francis Group
in English
0203643305 9780203643303
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3
Commonsense methods for children with special educational needs: strategies for the regular classroom
2003, RoutledgeFalmer
in English
- 4th ed.
0415298482 9780415298483
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Book Details
Table of Contents
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).
Edition Notes
Includes bibliographical references (p. [224]-248) and index.
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The Physical Object
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