Commonsense methods for children with special needs : strategies for the regular classroom /
Westwood, Peter
Commonsense methods for children with special needs : strategies for the regular classroom / Westwood, Peter - London, United Kingdom : Routledge, c1993 - ix, 224 pages ; 22 cm.
Includes bibliographical references and index.
1. Learning difficulties -- 2. Helping children develop self-management skills -- 3. The Development pf self-regulation in learning -- 4. The management behavior -- 5. Improving social skills and peer group acceptance -- 6. Literacy: where to begin -- 7. Reading: making a start -- 8. Reading: additional techniques and resources -- 9. Fostering development in writing and spelling -- 10. Developing numeracy skills -- 11. Adapting the curriculum -- 12. School-based and regional support systems.
This text is based on the premise that there is very little which is unique or 'special' about the type of education needed by mildly to moderately disabled children. It is true that there are a few unusual techniques and approaches which may be appropriate, for example when working with blind or deaf students or those with communication problems; but in general the teaching strategies used with atypical children are not exotic.
415087732
CURRICULUM DEVELOPMEENT
LC 3951 .W226 1993
Commonsense methods for children with special needs : strategies for the regular classroom / Westwood, Peter - London, United Kingdom : Routledge, c1993 - ix, 224 pages ; 22 cm.
Includes bibliographical references and index.
1. Learning difficulties -- 2. Helping children develop self-management skills -- 3. The Development pf self-regulation in learning -- 4. The management behavior -- 5. Improving social skills and peer group acceptance -- 6. Literacy: where to begin -- 7. Reading: making a start -- 8. Reading: additional techniques and resources -- 9. Fostering development in writing and spelling -- 10. Developing numeracy skills -- 11. Adapting the curriculum -- 12. School-based and regional support systems.
This text is based on the premise that there is very little which is unique or 'special' about the type of education needed by mildly to moderately disabled children. It is true that there are a few unusual techniques and approaches which may be appropriate, for example when working with blind or deaf students or those with communication problems; but in general the teaching strategies used with atypical children are not exotic.
415087732
CURRICULUM DEVELOPMEENT
LC 3951 .W226 1993