Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Books > Social sciences > Education > Teaching of specific groups > General
This book provides a new contribution to raising attainment in secondary schools, with specific reference to able underachievers who are currently achieving C grades or less when they could be getting As. Standards are depressed each time a single able underachiever demonstrates a competence that is below his or her real potential. It lowers morale in that the progress of the whole school is reduced proportionately in line with the able pupils who aren't achieving their real potential, and resources are wasted every time these pupils start misbehaving or creating problems in school. This is a new and innovative approach, which is based on discussions with the pupils themselves and incorporates not just the usual basic subjects but also the creative areas of the curriculum and the wider community as a whole. Head teachers, senior managers, teachers and students, indeed all who are interested in raising standards and ensuring that pupils achieve their full potential will find this book to be an excellent resource.
The aim of this book is to consider how schools and LEAs can
develop inclusive policies and practices for students who
experience a range of difficulties in learning or behavior. it
highlights debates and contradictions about the realities of
inclusion and suggests ways in which practice can move forward. The
contributors look at key areas of development in special and
inclusive education and considers ways in which the latest research
can inform practice.
Reclaiming Radical Ideas in Schools provides support for every primary school in the provision of Spiritual, Moral, Social and Cultural Development (SMSC), the teaching of British values and preparation for life in modern Britain. Providing practical and tried-and-tested strategies, this resource will help primary schools work together to create an inclusive environment that focuses on reducing radicalisation and radical ideas. It will support schools in creating an ethos for young children where their questions about the world are explored and answered without fear or discrimination. Moffat is the author of No Outsiders in Our School: Teaching the Equality Act in Primary Schools which provides teachers with a curriculum that promotes equality for all sections of the community. Using the 'No Outsiders' model as a foundation, this new book complements it by putting emphasis on engaging parent communities in the school ethos. The resource includes 13 lesson plans to deliver with children and their parents in school-based workshops, with homework activities to follow. Each lesson is based around a picture book and includes fun activities alongside discussion of issues on individual differences; including race, gender and sexuality. The resource also provides guidance on how to deliver assemblies that support the 'No Outsiders' ethos and how to approach discussing terrorism with children. This is an invaluable resource for anyone working in a primary school setting, as well as trainee teachers, ITT providers and educational advisors. The aim is to extend the successful 'No Outsiders' ethos beyond the school gates to the community to ensure that we are working together to develop a safe and cohesive British society.
This volume brings together four semi-autonomous bodies of research
(choice, self-determination, self-regulation, and self-management)
to form a new theory of self-engaged learning entitled,
Self-Determined Learning Theory. This theory explains why and how
students self-engage. It identifies the factors that give students
the sense of control over their learning that is needed for
sustained, adaptive, and ultimately successful learning. It begins
by describing the characteristics of disengaged learners, then
describes and illustrates self-determined learning theory within
both normal and special populations. It then examines the theory's
predictive value across several special population contexts and
then concludes with a critique of the theory's credibility and
worth.
"Spelltrack" is a practical approach to spelling, developed to help
children who have specific difficulties with phoneme awareness,
segmenting, blending and phoneme-letter correspondences. It helps
to maintain a systematic progression through the process of
learning to read and spell.
Neuropsychological and psychological evaluations in school settings are often rich in detail about a child's cognitive, academic and emotional functions, and come with specific recommendations to support the child's performance in school. However, there is often a gap between the assessment results and the implementation of the recommendations, since learning specialists and teachers frequently do not have the means to both interpret and implement the recommendations. This manual presents clear and specific guidelines for school counselors and teachers to decode and put into practice evaluation findings. The book begins by describing various functional domains that are assessed in a neuropsychological evaluation, and then notes how to recognize behavior and learning styles impacted by difficulty in one of more of the domains. Furthermore, it outlines activities that could be used in the classroom or other environments to support a child's weaknesses, develop new skills, or appear to particular strengths. Finally, ready-to-use worksheets and activities are offered. This is an essential tool for school psychologists, special education teachers, and learning specialists and counselors.
In this book Pat Thomson argues that current outcomes-based and standardised policies for disadvantaged schools are not effective. Rather schools need the flexibility to develop strategies that suit their specific situation. Australian author (University of South Australia).
This edited collection brings together keynote articles from the journal Disability & Society to provide a comprehensive and though-provoking exploration of the place of technology in disabled people's lives, documenting and analysing the growing impact of technology on disability and society over recent decades. The authors explore theoretical, empirical and moral dilemmas that arise with the changing relationship between technological change and the lives, aspirations and possibilities of disabled people. The volume is organised into three parts which consider early foundational work connecting disability and technology; key empirical studies related to the optimum use of technologies for independence and inclusion; and new moral and social dynamics thrown up by technological developments for disabled people's lives.
This book summarizes over 40 programs which enhance the success of students at risk. The emphases of these programs include individual students' learning skills, whole-school improvement, professional development, and parent and family improvement. Names and addresses of key people at each site are also included.
Easy-to-use, authoritative, and flexible, the tools in this book and CD-ROM have been developed over the last 15 years and have been field tested in over 500 schools. These tools will empower you to do your evaluations based on current thinking and best practices.
Identifying Special Needs provides expert guidance to recognising and categorising the specific characteristics of a range of special needs. Drawing on her experience as an educational psychologist and special education teacher, Glynis Hannell provides easy-to-use checklists to help teachers quickly and accurately gather information to determine whether individual students need specialised attention and services, and guidelines on how to provide this help. This unique book offers diagnostic criteria and supporting notes for a wide range of special educational needs, including autism spectrum disorders, communication disorders, social and emotional issues, cognitive disabilities and specific learning disorders. Relevant to both primary and secondary school students, all checklists can be photocopied for ease of use and downloaded from the companion website. This fully revised third edition includes additional information on guiding conversations with parents, children and colleagues, as well as advice to parents on how to select outside professionals. The practical checklists and resources help teachers and educational professionals to: Identify and understand special needs screen any student for possible special needs; understand the causes and characteristics of various types of special needs; link classroom observations to diagnostic criteria used by specialists. Profile individual differences create accurate and comprehensive profiles for individual students, including positive characteristics; record each student's unique pattern of development within a special needs 'label'. Work together with colleagues and parents quickly record important information and avoid writing time-consuming reports; request and prepare for further assessment and intervention; coordinate information from several teachers or professionals; involve parents in observing and discussing their child's pattern of strengths and challenges; plan effective, inclusive intervention in the classroom setting; follow up with recommended further reading, websites and professional references. Based on internationally accepted diagnostic criteria, and relevant for educational professionals worldwide, this is an essential book for teachers, psychologists and other specialists to ensure that the children and adolescents in their care receive the support they need to succeed.
This book provides ideas and resources for SENCOs that are intended to help them in the day-to-day organization and provision of special needs. It shows SENCOs how to spread their workload over the year, in an attempt to avoid stressful pressure points. The book contains a unique calendar of the SENCO Year that will be an invaluable tool for helping to develop good, strategic planning. The author has written the book with the roles and responsibilities laid down for SENCOs by the TTA firmly in mind and there is photocopiable material to illustrate the advice given. Included are sections on how to streamline systems and reduce paperwork (with examples),
This title presents the findings of the Policing for London project, an independent investigation into policing in London in the wake of the death of Stephen Lawrence and the subsequent MacPherson Report. The main aim of the project was to identify the factors the police in London needed to consider in order to deliver an equitable and effective service to the people of London in the 21st century. The book sets out the findings of this project in terms of what Londoners wanted and needed for their policing, whether the Metropolitan Police was aware of the public's expectations, whether they met these expectations, and to examine how policing in London could be improved in the future. It also identifies a number of key policy issues in the light of its findings - for example in relation to the centralisation or devolution of decision making, specialisation of function, performance management, policing philosophies and partnership, and the need to regain the confidence of ethnic minority groups. In identifying the key issues facing policing in London this book provides a vital blueprint for addressing the question of police reform in the country as a whole - at a time of intense debate and concern about the future role of the police.
Intellectual and Developmental Disabilities provides a unique contribution not currently available in the professional literature by addressing the experiences and perspectives of families living with or raising a child with a disability. Designed for family therapists, social workers, and other helping professionals, it provides empirically-based, practical information for working with families experiencing intellectual and developmental disabilities of a loved one. This book also provides important information for navigating the various professional systems of care with which these families interface: health care providers, early childhood intervention teams, educational systems, the legal system, and financial planners.
This book challenges the assumption that special schools are a second-best educational option for their pupils. It celebrates the success and importance of special schools within England and the support of local education authorities (LEAs) in maintaining them. Full of examples highlighting good practice, including the views of parents, pupils and ex-pupils who have all experienced a positive special school education, the book: clearly outlines the principles at the heart of the inclusion debate discusses the tension in schools between raising standards and being inclusive assesses the future role of special schools offers an alternative vision of 'optimal education' for each child. Celebrating the Special School will be of interest to parents of children attending special schools or considering placement, LEA officers, special school staff, staff working in units for pupils with SEN and parents of these children.
Written by expert professionals, this book provides comprehensive information about available support for women and girls with ADHD and tips for clinicians and professionals who work with them. The symptoms of ADHD are no less impairing in females than males, but can be missed or misunderstood. This book arms professionals, parents, and women themselves as it maps out where to go for information, who can help and how to understand ADHD better. It explains routes to assessment and diagnosis for girls and young women, how to access support in education, available treatments, and the impact of living with ADHD on overall mental health. It explores the benefits of ADHD coaching for girls to help develop their unique strengths and talents. There is also a focus on ADHD diagnosis for women in adulthood and specific advice about treatment and medication for later in life. Central to the book are the personal experiences of ADHD from women and girls from a variety of backgrounds. These tell of late diagnosis, missed opportunities, a lifetime of adaptations and the power of recognition and treatment and are powerful stories for professionals and individuals with ADHD alike.
The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
Ever since its publication in 1995, this book has offered a means
for teachers to consider why some bilingual pupils in their
classrooms are not making learning progress or are academically
underachieving. This new second edition has been revised and
updated in the light of the new government legislation and
guidance, most significantly the revised Code of Practice for
Special Educational Needs.
Originally published in 1989, the purpose of this book was to explore the nature and appearance of disaffection and alienation in young children and to seek to understand its significance. It deals with classroom interactions and adult expectations of children, and the context of historical and policy-related perspectives on schools as they relate to the under-8-year-olds. Theories and assumptions about these young children are re-examined, leading to questions on interpretation of behaviours, the appropriateness of practices at the classroom, teacher education and policy levels, and the societal value that was placed on the schooling experience of young children at the time.
This book provides essential information and guidance about stammering for those working in educational settings. The highly experienced team of authors demonstrates how early intervention is essential if children who stammer are to have the best chance of recovery; the practical strategies that can help with children's oral participation in class, particulary in the light of recent innovations such as the literacy hour and national numeracy strategy; the ways in which teachers can address the educational and social implications of stammering, and reverse the risk of underachieving if these children become isolated, anxious, withdrawn or disruptive; how to influence the climate in schools so that children who stammer are better understood and can be helped to their full potential; and how to prepare pupils for exams, particularly in secondary schools where they may be taking oral examinations. Throughout the text, reference is made to new government initiatives where appropriate, and each chapter includes case studies, practical tasks and activities that can be used in the school setting.
This text offers the reader an introduction to the historical development of special educational provision. It concentrates on some of the key issues relevant to professionals currently working in the field. It looks at the recent drive towards inclusion and the implications of this for schools. In the present market-oriented context in education, there are a number of dilemmas facing schools which attempt to include all pupils and at the same time respond to the current focus on academic achievement in a national climate of competition and accountability. The book offers practical examples of ways to resolve these dilemmas at the level of the LEA, the school, the classroom and the individual child. It is an Open University reader.;Part one gives an overview of special and inclusive education, current thinking around issues related to equal opportunities, and how this affects schools. It also illustrates how one Local Education Authority has tried to promote a policy of inclusion in its schools.; Part two includes a discussion of the challenges facing teachers in schools who attempt to put current national policies related to inclusion into practice and provides practical examples o
This book tells us how various global regions are dealing with
three major concerns within the field of multicultural education:
|
You may like...
Teaching Science - Foundation To Senior…
Robyn Gregson, Marie Botha
Paperback
Relationship, Responsibility, and…
Kristin Van Marter Souers, Pete Hall
Paperback
Teaching Mathematics in the Foundation…
C. Meier, M Naude
Paperback
(1)
Rethinking Learning Through Play
Judy van Heerden, Anienie Veldsman
Paperback
Your Students, My Students, Our Students…
Lee Ann Jung, Nancy Frey, …
Paperback
A Teacher's Guide to Special Education…
David F. Bateman, Jenifer L Cline
Paperback
|