Commonsense Methods for Children with Special Educational Needs: International Relations and Security in the Digital Age

by Westwood, Peter S.

• ISBN13: 9780415415828
• ISBN10: 0415415829
• Edition: 5th
• Format: Paperback
• Copyright: 2007-04-17
• Publisher: Routledge

Summary

The worldwide trend towards inclusive education has made it even more necessary for mainstream teachers to develop an understanding of the learning characteristics of children with special educational needs. Not only must all teachers understand and accept students with disabilities and learning difficulties or behavioural problems, but they must also possess a wide range of teaching and management strategies to meet the needs of these students in the classroom. This book offers sound practical advice on suitable intervention methods.

Author Biography

Peter Westwood is currently an education consultant working in south China

Table of Contents

Introduction	p. xii
Special educational needs and learning difficulties	p. 1
Inclusive schooling and special educational needs	p. 2
Factors associated with successful inclusion	p. 4
How many students have special educational needs?	p. 5
Learning difficulties: confusing terminology	p. 6
Students with general and specific learning difficulties	p. 6
Possible causes of general learning difficulty	p. 7
Students with specific learning disabilities (SpLD)	p. 8
Identification of SpLD	p. 9
Dyslexia and other learning disabilities	p. 10
Possible causes of specific learning disability	p. 11
Is the concept of 'learning disability' useful?	p. 12
Correlates of learning difficulty: reduced motivation and learned helplessness	p. 12
Impact of students 'learning difficulties on teachers' motivation	p. 13
Teaching approaches	p. 14
Students with intellectual disability and autism	p. 17
Guiding principles for the mainstream teacher	p. 17
Students with intellectual disability	p. 18
Approaches for individuals with severe and complex disabilities	p. 24
Asperger Syndrome	p. 31
Students with physical disabilities and sensory impairments	p. 34
Students with physical disabilities	p. 34
Augmentative and alternative communication	p. 39
General points for the mainstream teacher	p. 40
Students with impaired vision	p. 40
Students with impaired hearing	p. 45
Teaching children self-management and self-regulation	p. 53
Definition of terms	p. 53
Self-management in children	p. 54
Self-management can be taught	p. 55
Locus of control	p. 56
Attribution retraining	p. 57
Teaching task-approach strategies	p. 58
The development of self-regulation in learning	p. 59
Cognitive behaviour modification (CBM)	p. 61
The management of behaviour	p. 63
Preventing behaviour problems	p. 64
Positive Behaviour Support (PBS)	p. 64
Classroom behaviour	p. 65
Identifying the problem	p. 67
Behaviour modification	p. 68
Strategies for reducing disruptive behaviour	p. 69
Aggressive behaviour	p. 73
Bullying	p. 74
Cognitive approaches to self-control	p. 75
Social stories	p. 75
Attention-deficit hyperactivity disorder (ADHD)	p. 77
Improving social skills and peer group acceptance	p. 80
Opportunities for social interaction	p. 80
Identification of children with peer relationship problems	p. 81
Creating a supportive environment	p. 83
Influencing attitudes	p. 83
Circle of Friends	p. 84
Facilitating social interaction	p. 85
Organisation for group work	p. 86
What are social skills?	p. 87
Social skills training	p. 88
Is social skills training effective?	p. 90
Developing early literacy skills: principles and practices	p. 93
Differing perspectives on reading methodology	p. 94
A skills-based approach to reading	p. 94
The meaning-emphasis approach	p. 96
Shared-book experience	p. 98
Language-experience approach	p. 100
Guided reading	p. 103
A traditional method revisited	p. 104
A focus on comprehension	p. 105
Difficulties in comprehension	p. 106
Improving comprehension	p. 107
Planning effective intervention for literacy problems	p. 111
The needs of students with learning difficulties	p. 111
Planning intervention from assessment data	p. 112
General principles of assessment	p. 114
Assessing a non-reader	p. 116
Assessment for a student above beginner level	p. 117
Assessing the student who has reached a reading plateau	p. 119
Additional factors to consider when students are not successful	p. 120
Intervention programmes	p. 121
Literacy Hour	p. 124
Tutoring	p. 125
General principles for literacy intervention	p. 125
Strategies for overcoming or preventing reading difficulties	p. 129
Pre-reading and early reading experiences	p. 129
Building sight vocabulary	p. 130
Phonological awareness	p. 131
Phonological training: general principles	p. 133
Teaching letter-sound correspondences	p. 134
Simple word-building experience	p. 136
Games and apparatus	p. 137
Multi-sensory approaches	p. 138
Cloze procedure	p. 139
Repeated Reading and the Impress Method	p. 139
Pause, Prompt, Praise (PPP)	p. 140
Sustained Silent Reading (SSR)	p. 141
Computers, ICT and reading	p. 141
Helping students improve their writing	p. 144
Sequential development of writing	p. 144
Difficulties in writing	p. 145
Losing confidence and motivation	p. 145
Teaching approaches	p. 146
Intervention for individuals and groups	p. 151
Paving the way to success	p. 152
Paired writing	p. 153
Suggestions for reluctant writers	p. 153
Word processors	p. 157
Developing spelling skills	p. 160
Whole-language perspectives on spelling	p. 161
Interventionist perspectives on spelling	p. 161
Developmental stages in spelling acquisition	p. 162
Do we spell by eye, by ear, by hand, or by brain?	p. 163
Individual differences among spellers	p. 166
Teaching spelling by the visual-emphasis approach	p. 167
Applying phonic principles	p. 168
Spelling from meaning	p. 169
The morphemic approach	p. 169
Spelling rules	p. 170
Dictation	p. 170
Should spelling lists be used?	p. 171
Developing strategic spellers	p. 171
Simultaneous Oral Spelling (SOS)	p. 172
Repeated writing	p. 173
Old Way/New Way method	p. 173
Word Sorts	p. 174
Programming for individual students	p. 174
Developing numeracy and mathematical problem-solving skills	p. 177
Contemporary perspectives on mathematics teaching	p. 177
Whole-class teaching and group work	p. 179
Learning difficulties in mathematics	p. 179
What should be taught?	p. 180
A diagnostic approach	p. 181
Three levels of assessment	p. 183
Teaching and learning at the concrete and semi-concrete levels	p. 186
Computation and algorithms	p. 188
Developing problem-solving skills and strategies	p. 190
How do we solve problems?	p. 191
Adapting curriculum and instruction	p. 195
Differentiation	p. 196
Keep it simple	p. 196
Specific examples of differentiation	p. 197
Starting points	p. 198
Modifying curriculum content	p. 200
Adapting resources	p. 201
Adapting instruction	p. 202
Differentiating student output	p. 203
Differentiation of assessment and grading	p. 204
Accommodations for students with disabilities	p. 207
Differentiation is not easy	p. 207
Teaching methods: an overview	p. 209
Teacher-directed approaches	p. 210
Student-centred approaches	p. 214
Computer-based learning (CBL) and computer-assisted learning (CAL)	p. 221
References	p. 224
Index	p. 249
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