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""This is a refreshing and comprehensive book providing an excellent introduction to theory and practice in SEN. It will be much in demand and appreciated by all teachers who are attempting to tackle the issues and questions that can accompany the desire to meet the learning needs of all children."
Dr. Gavin Reid, Educational Consultant, Red Rose School, UK; Centre for Child Evaluation and Teaching, Kuwait; REACH Learning Center, Canada. "
As a trainee or newly qualified teacher, being faced with students labelled as having 'special educational needs' can be a daunting prospect. The whole area of SEN and 'inclusion' is often shrouded with uncertainty about what it means, either in theory or in practice, and what it entails.
This guide addresses these issues in a straightforward, supportive and practical way, focusing on the needs of the beginning teacher. Using case studies, activities and resources, it will equip you with the skills and knowledge to support groups of pupils with SEN in different settings and phases.
Key features include: Vignettes to illustrate the kinds of challenges you are likely to face in ensuring that all students can learn effectively in their classrooms Clarification of the legal responsibilities of all teachers in relation to special needs provision An overview of the four broad areas of need outlined in the Special Educational Needs Code of Practice (DfES, 2001), including strategies appropriate to each A discussion of assessment and planning, including student, peer and family views Focus on difficulties in the area of numeracy and literacy, including effective intervention strategies Coverage of behavioural issues and effective resolution strategies An insight into the uses of ICT to support students' learning and achievement Sources of further specialist advice and support "A Beginning Teacher's Guide to Special Educational Needs" provides essential support and guidance for student teachers during and beyond their teaching training.
| Preface | p. xi |
| Special Educational Needs: Policy and Context | p. 1 |
| Making sense of learning and difficulties in learning | p. 3 |
| Introduction | p. 3 |
| Defining 'need' | p. 3 |
| Experiencing difficulty in learning | p. 6 |
| Scaffolding learning | p. 11 |
| Other views of learning | p. 12 |
| Understanding learning from a behaviourist view | p. 12 |
| Active and passive views of mind | p. 13 |
| Effective teaching for all students | p. 15 |
| Conclusion | p. 16 |
| A historical perspective and the current legal position | p. 18 |
| Introduction | p. 18 |
| Development of the 'special' education sector for the few: a historical perspective | p. 18 |
| Education for all | p. 22 |
| Responding to individual needs | p. 28 |
| Summary | p. 32 |
| Approaches To Assesment, Planning, Teaching And Learning | p. 33 |
| Overview of approaches to four areas of need | p. 35 |
| Introduction | p. 35 |
| Creating a positive learning environment for all | p. 37 |
| Conceptualizing a differentiated approach | p. 40 |
| Autism | p. 49 |
| Behaviour, emotional and social development | p. 50 |
| Sensory and/or physical needs | p. 53 |
| Planning for learning | p. 57 |
| Summary | p. 58 |
| Assessment and planning | p. 59 |
| Introduction | p. 59 |
| Assumptions underlying assessment, and their consequences | p. 60 |
| Assessment of individual 'special' learning and behavioural needs | p. 60 |
| Assessing individual behaviours | p. 70 |
| Engaging with parents' or carers' perspectives | p. 74 |
| The planning process: long-, medium - and short-term planning | p. 74 |
| Planning for individuals within whole-class activities | p. 81 |
| Planning for differentiation | p. 83 |
| Conclusion | p. 93 |
| Addressing the needs of learners who experience literacy difficulties | p. 94 |
| Introduction | p. 94 |
| Attributes of successful teachers of literacy | p. 95 |
| Different views of the process of reading and writing | p. 97 |
| Addressing difficulties in reading | p. 100 |
| Word recognition | p. 103 |
| Vocabulary knowledge | p. 103 |
| Developing the skills of reading comprehension | p. 105 |
| Addressing difficulties in writing | p. 110 |
| Dyslexia | p. 118 |
| Supporting students' literacy acquisition in the family context | p. 123 |
| Summary | p. 128 |
| Understanding and addressing special difficulties in mathematics | p. 129 |
| Introduction | p. 129 |
| Attributes of effective teachers of mathematics | p. 130 |
| Learning environments that support mathematics learning | p. 133 |
| Specific difficulties in mathematics learning | p. 136 |
| Dyscalculia | p. 140 |
| Assessment of difficulties in mathematics | p. 145 |
| Summary | p. 148 |
| Behavioural issues in classrooms | p. 150 |
| Introduction | p. 150 |
| Classroom management | p. 151 |
| Applying behavioural principles | p. 151 |
| Cognitive-behavioural approaches | p. 160 |
| Constructivist approaches | p. 161 |
| An eco-systemic position | p. 164 |
| Nurturing young children in schools | p. 166 |
| Biological and medical explanations of behaviour | p. 167 |
| Aligning community practices, internal and external | p. 172 |
| Conclusion | p. 173 |
| Support For Special Learning Needs | p. 175 |
| Uses of ICT to support students' special learning needs | p. 177 |
| Introduction | p. 177 |
| Principles for effective use of ICT to support individual learning needs | p. 177 |
| Issues of equal opportunities | p. 179 |
| Uses of ICT to support individual learning needs | p. 180 |
| Connecting the process with the skill | p. 190 |
| A whole-school approach | p. 192 |
| Conclusion | p. 192 |
| Professional relationships with other people | p. 194 |
| Introduction | p. 194 |
| The classroom team | p. 195 |
| The legal position | p. 196 |
| Effective use of support staff in classrooms | p. 198 |
| Child protection | p. 206 |
| Summary | p. 209 |
| Final word | p. 212 |
| References | p. 213 |
| Index | p. 229 |
| Table of Contents provided by Ingram. All Rights Reserved. |
ISBN: 9780335233526
ISBN-10: 033523352X
Audience:
Tertiary; University or College
Format:
Hardcover
Language:
English
Number Of Pages: 256
Published: 1st April 2009
Dimensions (cm): 24.8 x 17.6
x 2.0
Weight (kg): 0.597
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