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For individuals with Down syndrome, the extent of the effect of
intellectual disability depends largely on the degree of provision
of appropriate support and intervention. In Educating Learners with
Down Syndrome, editors Rhonda Faragher and Barbara Clarke have
brought together a number of expert contributors, whose chapters
review recent findings in the field of DS education, highlight
promising practices, and identify areas for future research. While
the emphasis is primarily on the school years, links to early
intervention and to life post-16 are made, with chapters organized
into three parts: conceptual overview of issues in learning and
teaching, learning mathematics, and literacy development. The book
is also united by the cohesive themes of assessment, evidence-based
practice, and inclusive practices. Educating Learners with Down
Syndrome importantly incorporates the voices of individuals with
Down syndrome, whose personal narratives add significance to the
research mission of the text and demonstrate the authors' inclusive
philosophy. Aimed at researchers, teacher educators, higher degree
students, and policy makers, this book is the first of its kind to
provide a compendium of research on educating learners with Down
syndrome.
For individuals with Down syndrome, the extent of the effect of
intellectual disability depends largely on the degree of provision
of appropriate support and intervention. In Educating Learners with
Down Syndrome, editors Rhonda Faragher and Barbara Clarke have
brought together a number of expert contributors, whose chapters
review recent findings in the field of DS education, highlight
promising practices, and identify areas for future research. While
the emphasis is primarily on the school years, links to early
intervention and to life post-16 are made, with chapters organized
into three parts: conceptual overview of issues in learning and
teaching, learning mathematics, and literacy development. The book
is also united by the cohesive themes of assessment, evidence-based
practice, and inclusive practices. Educating Learners with Down
Syndrome importantly incorporates the voices of individuals with
Down syndrome, whose personal narratives add significance to the
research mission of the text and demonstrate the authors' inclusive
philosophy. Aimed at researchers, teacher educators, higher degree
students, and policy makers, this book is the first of its kind to
provide a compendium of research on educating learners with Down
syndrome.
What does it take to achieve lasting improvement in student
numeracy? According to the contributors in this volume, high
quality teaching - combined with educational leadership at a
school's and system's level - can attain just that. Founded upon
evidence and research from the Leading Aligned Numeracy
Development/LAND project (an Australian government initiative),
this groundbreaking book provides a practical framework, as well as
guidelines and tools, to develop teacher competence and to enhance
leadership systems that support and consolidate student numeracy
skills. Divided into sections that build on step-by-step principles
and knowledge, the book is designed to address the 'numeracy
challenge' from the perspectives of student achievement, teacher
quality, school leadership, and system policy. Real-world insights,
quotes, and examples are drawn from a range of schools and central
offices in remote, rural, and metropolitan regions. A supporting
website provides documentation that will assist school/departmental
staff in implementing change and facilitating improvements in
student numeracy that are measurable, achievable, and sustained.
Packed with insights, actions, and expertise from educators who
have participated in the project to achieve sustained school and
system-wide numeracy improvement, the book provides a framework,
the guidelines, and the tools for building alignment across school
systems, taking a top-down, bottom-up approach.
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