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Commonsense Methods for Children with Special Needs and Disabilities 8th edition [Pehme köide]

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  • Formaat: Paperback / softback, 216 pages, kõrgus x laius: 246x174 mm, kaal: 400 g, 3 Tables, black and white
  • Ilmumisaeg: 26-Nov-2020
  • Kirjastus: Routledge
  • ISBN-10: 036762575X
  • ISBN-13: 9780367625757
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Commonsense Methods for Children with Special Needs and Disabilities 8th editionSuurem pilt
  • Formaat: Paperback / softback, 216 pages, kõrgus x laius: 246x174 mm, kaal: 400 g, 3 Tables, black and white
  • Ilmumisaeg: 26-Nov-2020
  • Kirjastus: Routledge
  • ISBN-10: 036762575X
  • ISBN-13: 9780367625757
Teised raamatud teemal:
Teised raamatud sellest sooduspakkumisest: Taylor & Francis humanitaariaraamatud International Student Editions hindadega
Püsilink: https://www.kriso.ee/db/9780367625757.html
Märksõnad:
This fully revised and updated eighth edition of Peter Westwoods book offers practical advice and strategies for meeting the challenge of inclusive teaching. Based on the latest international research from the field, it offers practical advice on both new and well-tried evidence-based approaches and strategies for teaching students with a wide range of difficulties.

As well as covering special educational needs, learning difficulties, and disabilities in detail, chapters also explore topics such as self-management and autonomy, managing behaviour, and social skills. The book offers sound pedagogical practices and strategies for adapting curriculum content, designing teaching materials, differentiating instruction for mixed-ability classes, and implementing inclusive assessment of learning.

Key features of this new edition include:











Additional information on linking all aspects of teaching to a Response-to-Intervention Model





A focus on the increasing importance of digital technology in supporting the learning of students with special educational needs and disabilities





Up-to-date resource lists for each chapter, for those who wish to pursue a particular topic in greater depth

Reflecting cutting-edge international research and teaching practices, this is an invaluable resource for practising and trainee teachers, teaching assistants, and other educational professionals looking to support students with special educational needs and disabilities.

Arvustused

"Peter Westwood is highly respected world-wide for producing easy to read, common-sense methods which are practical to implementhe presents great advice that is easily applied to classroom practice"

Dr Bruce Allen Knight, Professor of Education, Central Queensland University, Australia

Introduction xv
1 Special educational needs, learning difficulties, and disabilities
1(11)
Who are the students?
1(2)
What are `special needs'?
3(1)
Learning difficulties
3(4)
Disabilities and impairments
7(1)
Provision of education and support
8(2)
Response to intervention model
10(2)
2 Students with intellectual disability
12(10)
Intellectual disability
12(1)
Priorities in teaching students with intellectual disability
13(1)
Learning characteristics of students with intellectual disability
14(4)
Teaching approaches for students with intellectual disability
18(1)
Preparation for work
18(1)
Specific approaches for students with severe intellectual disability
19(3)
3 Students with autism spectrum disorder (ASD)
22(7)
Autism spectrum disorder (ASD): defined and described
22(2)
Intervention for autism
24(1)
Teaching, training, and management: general principles
24(1)
Specific programmes and methods
25(4)
4 Students with physical disabilities and health issues
29(9)
Learning and development
29(1)
Assistive technology
30(1)
Augmentative and alternative communication (AAC)
30(1)
Cerebral palsy
31(1)
Instructional needs of students with cerebral palsy
31(1)
Epilepsy
32(1)
Spina bifida
32(1)
Traumatic brain injury
33(1)
Foetal Alcohol Spectrum Disorder (FASD)
34(1)
Childhood obesity
35(1)
Asthma and allergies
35(1)
General points for mainstream teachers
36(2)
5 Students with sensory impairments
38(13)
Vision impairment
38(1)
Special educational needs of children with impaired vision
39(1)
Accessing curriculum and environment
39(3)
Teaching students with impaired vision
42(1)
Transition to work or further study
43(1)
Hearing impairment
43(1)
Types and degrees of hearing loss
44(1)
Impact of moderate to severe hearing loss
45(1)
Modes of communication
46(1)
Assistive technology
47(1)
Teaching students with impaired hearing
48(3)
6 Gifted and talented students
51(11)
The nature of giftedness, talent, and creativity
51(1)
Prevalence
52(1)
Separation or inclusion?
52(1)
Identifying gifted learners
53(1)
Underachievement
54(1)
Meeting the needs of gifted and talented students
55(2)
General principles of teaching
57(1)
Specific implementation models
58(4)
7 Self-management and autonomy
62(8)
Definition of terms
62(1)
The importance of classroom self-management
63(1)
Teaching self-management
63(1)
Locus of control and self-efficacy
64(1)
Attribution retraining
65(1)
Cognitive behaviour modification
66(1)
Metacogmtion
66(1)
Cognitive strategies and strategy-based instruction
67(3)
8 Managing behaviour
70(12)
The effects of misbehaviour
70(1)
Preventing behaviour problems 7i Behaviour management policy
71(1)
A three-tier model of intervention
72(1)
The need for a team approach
72(1)
Modifying behaviour
72(2)
Students with learning difficulties or disabilities
74(1)
Dealing with disruptive behaviour
75(1)
Aggressive behaviour
76(1)
Bullying
77(1)
Cyberbullying
78(1)
Attention deficit hyperactivity disorder
79(3)
9 Social skills and peer group acceptance
82(7)
Children with learning difficulties or disabilities
82(1)
Creating opportunities
83(1)
Facilitating social interaction
84(1)
Groupwork
85(1)
Social skills training
86(3)
10 Intervention for reading difficulties
89(13)
Reading intervention at Tier 2
90(2)
Using tutors
92(1)
Selecting text materials for Tier 2
93(1)
Specific interventions for older students at Tier 2
93(1)
Specific programmes for intervention at Tier 3
93(5)
Supplementary tutoring strategies and activities
98(2)
Digital technology and reading
100(2)
11 Problems with writing
102(12)
What do the processes of writing and composing involve?
102(1)
Learning difficulties that affect writing
103(1)
Teaching approaches
104(1)
General approaches at Tier 1
104(3)
Digital technology and writing
107(1)
Tier 2 and Tier 3: paving the way for success
108(6)
12 Difficulties with spelling
114(13)
Best practices in spelling instruction
114(1)
Developmental stages
115(1)
Spelling as a complex behaviour
116(2)
Teaching spelling
118(3)
Word study
121(1)
Spelling rules
121(1)
Dictation
122(1)
Spelling lists
122(1)
Developing strategic spellers
123(1)
Intervention strategies for Tier 2 and Tier 3
123(2)
Tutoring individual students
125(2)
13 Numeracy and basic mathematical skills
127(14)
Contemporary perspectives on mathematics teaching
127(2)
Learning difficulties in mathematics
129(1)
Assisting students with learning difficulties
130(1)
What should be taught?
131(1)
A diagnostic approach
131(1)
Teaching at concrete and semi-concrete levels
132(3)
Teaching computation skilb
135(1)
Calculators
136(1)
Developing problem-solving skills and strategies
137(1)
An example
138(1)
Students with specific talents in mathematics
139(2)
14 Teaching methods
141(13)
Selecting Tier 1 teaching methods
141(1)
Teacher-led approaches
142(3)
Teaching approaches based on constructivist principles
145(5)
Computer-based instruction (CBI) and computer-aided learning (CAL)
150(2)
E-learning
152(2)
15 Differentiating the curriculum and adapting instruction
154(10)
Adaptations and differentiation
154(1)
Key principle: keep it simple
155(1)
Starting points for differentiation
155(2)
Adapting curriculum content and learning activities
157(1)
Homework assignments
158(1)
Adapting instructional materials
158(1)
Differentiating products from lessons
159(1)
Adapting teaching strategies
159(1)
Adapting assessment
160(1)
Accommodations for students with disabilities
161(1)
Universal Design for Learning
162(2)
References 164(31)
Index 195
Peter Westwood is currently a freelance education consultant and writer. He is widely published in the field of education and his range of books includes Inclusive and Adaptive Teaching and Learning Disorders, both published by Routledge.