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The challenges and possibilities for collaborative support
partnerships across the range of special needs are thoroughly
explored in this practical book based on current research. Case
studies are used to illustrate practice that is achievable yet
forward thinking drawn from a variety of services and age phases.
This book gives guidance for the sharing of practice, and advice
for those wishing to embark upon or improve the way in which they
work with other people and services.
The challenges and possibilities for collaborative support
partnerships across the range of special needs are thoroughly
explored in this practical book based on current research.;It
offers guidance for the sharing of practice, and advice for those
wishing to embark upon or improve the way in which they work with
other people and services.;The book should be of interest to
teachers and support assistants in mainstream and special schools,
eduaction support services, social workers and residential staff in
the social services, nurses, parents and carers.
First Published in 2000. Written with the newly-qualified or
student teacher in mind, the nature of this highly accessible book
considers the nature of learning difficulties and the impact of
legislation and policy on the teaching and learning of pupils with
a wide range of special educational needs in the mainstream
classroom. The authors offer practical solutions to the many
challenges facing teachers of inclusive settings, and individual
chapters provide the reader with guidance on: meeting special needs
appropriately in inclusive educational settings; effective access
to the curriculum; classroom organisation and management to support
pupils; staff roles and responsibilities and staff development. The
writers are also sensitive to the views and experiences of pupils
and how these can enhance opportunities for good quality learning.
Teachers and students will find this book an essential companion.
Offering chapters on personal and social aspects of complex needs,
ways in which learning and development can be encouraged, and the
practicalities of including people with profound disabilities in
our community, this text is also set in a context of
interdisciplinary and interagency collaboration, ensuring that a
complexity of need does not lead to a fragmented life.
First Published in 1993. Routledge is an imprint of Taylor and
Francis, an informa company.
First Published in 1996. Routledge is an imprint of Taylor &
Francis, an informa company.
First Published in 2000. Written with the newly-qualified or
student teacher in mind, the nature of this highly accessible book
considers the nature of learning difficulties and the impact of
legislation and policy on the teaching and learning of pupils with
a wide range of special educational needs in the mainstream
classroom. The authors offer practical solutions to the many
challenges facing teachers of inclusive settings, and individual
chapters provide the reader with guidance on: meeting special needs
appropriately in inclusive educational settings; effective access
to the curriculum; classroom organisation and management to support
pupils; staff roles and responsibilities and staff development. The
writers are also sensitive to the views and experiences of pupils
and how these can enhance opportunities for good quality learning.
Teachers and students will find this book an essential companion.
First Published in 1993. Routledge is an imprint of Taylor &
Francis, an informa company.
First Published in 1999. Routledge is an imprint of Taylor &
Francis, an informa company.
The Routledge Companion to Severe, Profound and Multiple Learning
Difficulties is a timely and rich resource with contributions from
writing teams of acknowledged experts providing a balance of both
academic and practitioner perspectives. The book covers a myriad of
topics and themes and has the core purpose of informing and
supporting everyone who is interested in improving the quality of
education and support for children and young adults with severe,
profound and multiple learning difficulties and their families.
Each chapter contains careful presentations and analyses of the
findings from influential research and its practical applications
and the book is a treasure chest of experiences, suggestions and
ideas from practitioners that will be invaluable for many years to
come. The chapters include many vignettes gathered from
practitioners in the field and are written specifically to be
rigorous yet accessible. The contributors cover topics related to
the rights and needs of children and young adults from 0-25 years,
crucial features of high quality education, characteristics of
integrated provision and effective and sensitive working with
families to ensure the best possible outcomes for their children.
Crucially, the voice of the learners themselves shines through.
Historical provision that has had an impact on developing services
and modern legislation aimed at improving provision and services
are also discussed. The contributed chapters are organised into six
themed parts: Provision for learners with SLD/PMLD. Involving
stakeholders. Priorities for meeting the personal and social needs
of learners. Developing the curriculum. Strategies for supporting
teaching and learning. Towards a new understanding of education for
learners with SLD/PMLD. This text is an essential read for students
on courses and staff working in and with the whole range of
educational settings catering for children and young adults with
severe, profound and multiple learning difficulties, not just for
teachers but also for support staff, speech and language
therapists, physiotherapists, psychologists, nurses, social workers
and other specialists.
The Routledge Companion to Severe, Profound and Multiple Learning
Difficulties is a timely and rich resource with contributions from
writing teams of acknowledged experts providing a balance of both
academic and practitioner perspectives. The book covers a myriad of
topics and themes and has the core purpose of informing and
supporting everyone who is interested in improving the quality of
education and support for children and young adults with severe,
profound and multiple learning difficulties and their families.
Each chapter contains careful presentations and analyses of the
findings from influential research and its practical applications
and the book is a treasure chest of experiences, suggestions and
ideas from practitioners that will be invaluable for many years to
come. The chapters include many vignettes gathered from
practitioners in the field and are written specifically to be
rigorous yet accessible. The contributors cover topics related to
the rights and needs of children and young adults from 0-25 years,
crucial features of high quality education, characteristics of
integrated provision and effective and sensitive working with
families to ensure the best possible outcomes for their children.
Crucially, the voice of the learners themselves shines through.
Historical provision that has had an impact on developing services
and modern legislation aimed at improving provision and services
are also discussed. The contributed chapters are organised into six
themed parts: Provision for learners with SLD/PMLD. Involving
stakeholders. Priorities for meeting the personal and social needs
of learners. Developing the curriculum. Strategies for supporting
teaching and learning. Towards a new understanding of education for
learners with SLD/PMLD. This text is an essential read for students
on courses and staff working in and with the whole range of
educational settings catering for children and young adults with
severe, profound and multiple learning difficulties, not just for
teachers but also for support staff, speech and language
therapists, physiotherapists, psychologists, nurses, social workers
and other specialists.
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