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A Different View of Curriculum and Assessment links a theoretical
pedagogical model with a sympathetic practical model of curriculum
and assessment difference for those with PMLD, CLD and SLD. Split
into two parts, this accessible resource combines theoretical
explanations with first-hand accounts of how this works in
educational establishments, through the analysis of evidence-based
practice carried out in a number of English special (specialist)
schools. The expert authors challenge the notion that a national,
or common core standards, curriculum, however expertly
differentiated, is fit-for-purpose for the PMLD, CLD and SLD
populations in any country. A Different View offers cogent and
reasoned arguments for considering that irrespective of age, such
learners learn differently to their neuro-typical, conventionally
developing peers. If they learn differently, this book shows how we
should be teaching them differently. Reflecting the centrality of
process over product, this book will clearly explain how each
individual learner might be enabled and facilitated to become the
best they can be and do the best they can do, in order to fully
realise their potential as equal and independent citizens.
A Different View of Curriculum and Assessment links a theoretical
pedagogical model with a sympathetic practical model of curriculum
and assessment difference for those with PMLD, CLD and SLD. Split
into two parts, this accessible resource combines theoretical
explanations with first-hand accounts of how this works in
educational establishments, through the analysis of evidence-based
practice carried out in a number of English special (specialist)
schools. The expert authors challenge the notion that a national,
or common core standards, curriculum, however expertly
differentiated, is fit-for-purpose for the PMLD, CLD and SLD
populations in any country. A Different View offers cogent and
reasoned arguments for considering that irrespective of age, such
learners learn differently to their neuro-typical, conventionally
developing peers. If they learn differently, this book shows how we
should be teaching them differently. Reflecting the centrality of
process over product, this book will clearly explain how each
individual learner might be enabled and facilitated to become the
best they can be and do the best they can do, in order to fully
realise their potential as equal and independent citizens.
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