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At the time of its original publication this book was the first
major survey of the nature of the difficulties that children with
special educational needs experience in the classroom context of
mainstream junior schools. The book is based on research involving
interviews with heads and teachers, and on extensive observation of
children in junior classrooms. The research is related to the
report of the Warnock Committee and to problems of definition and
assessment in the area of special education. The book describes the
views which junior school teachers have of special educational
needs and the numbers of children and types of difficulty they
regard as falling into this category. It discusses the classroom
behaviour and interactions of children with special needs, and some
of the consequences of different teaching strategies. It also
presents information on patterns of provision for special needs,
assessment in the junior classroom and the teachers' own views on
integration.
At the time of its original publication this book was the first
major survey of the nature of the difficulties that children with
special educational needs experience in the classroom context of
mainstream junior schools. The book is based on research involving
interviews with heads and teachers, and on extensive observation of
children in junior classrooms. The research is related to the
report of the Warnock Committee and to problems of definition and
assessment in the area of special education. The book describes the
views which junior school teachers have of special educational
needs and the numbers of children and types of difficulty they
regard as falling into this category. It discusses the classroom
behaviour and interactions of children with special needs, and some
of the consequences of different teaching strategies. It also
presents information on patterns of provision for special needs,
assessment in the junior classroom and the teachers own views on
integration.
Schools are under more pressure than ever before to provide a good
education for pupils with special needs. Revisiting the fifty
schools that they researched for their 1985 ground-breaking study,
One in Five, Paul Croll and Diana Moses provide an authoritative
guide to the central issues of children with special needs. The
authors also consider the provision for various special needs,
including emotional and behavioral difficulties, ADD, Aspergers
Syndrome, autism, and dyslexia. Based on research in special needs
carried out in primary schools, this text presents
qualitative/quantitative data and deals with issues such as:
effects of curriculum; how judgements are made; the impact of
policies; role of local government; and emotional and behavioural
difficulties.
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