Commonsense Methods for Children with Special Educational Needs - Tapa blanda

Críticas

'A useful guide for those who read the whole book or just dip into relevant chapters to promote thinking on responding to the wide diversity of challenge that all teachers are required to acquire expertise in.' - Special Needs Information Press

'This book provides some extremely useful information in a succinct, user friendly way... This book would be an invaluble resource for teachers within the mainstream setting in order to provide them with the information they need to effectively teach students with disabilities in their classes' - Australasian Journal of Special Education

Praise for previous editions:

'This is a book which should be required reading for all Secretaries of State for Education...It was easy to read and ought to find a place in as many staff libraries as possible - and might serve as a starting point for training day discussions.' - Education Review

'A must for teachers in training and a useful acquisition for teachers in the classroom.' - British Journal of Special Education

'This fully revised and updated fifth edition is both comprehensive and informative... a highly readable guide to implementing effective teaching practices solidly grounded in a current and sound research base' - Special Education Perspectives

Reseña del editor

This fifth edition of this successful title provides teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms.
Fully revised and updated, this fifth edition includes expanded chapters on:

• learning difficulties
• students with intellectual, physical or sensory disabilities
• behaviour management
• self-regulation
• the teaching of literacy and numeracy skills
• adapting curriculum and instruction.

In addition, the book includes a new chapter offering a description and critique of mainstream teaching methods, with particular reference to their suitability for specific purposes and their efficacy in addressing students’ special needs. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice.

Offering practical advice on a wide range of suitable intervention methods, this is essential reading for practising teachers and student teachers worldwide.