| 000 | 03336cam a2200217 i 4500 | ||
|---|---|---|---|
| 020 | _a9781474287630 | ||
| 020 | _a1474287638 | ||
| 020 | _a9781474287623 | ||
| 020 | _a147428762X | ||
| 082 | 0 | 0 | _a371.90941 |
| 100 | 1 | _aWearmouth, Janice, | |
| 245 | 1 | 0 | _aSpecial educational needs and disabilities in schools : |
| 260 |
_aUSA _bBloomsbury _c2017 |
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| 300 |
_ax, 280 pages : _billustrations ; |
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| 505 | 8 | _aMachine generated contents note: -- Introduction -- 1. Special Educational Needs: General Considerations -- 2. A Historical Perspective and the Current Legal Position -- 3. Assessment and Planning -- 4. Understanding and Addressing the Code of Practice (2014) Areas of Need -- 5. Literacy Difficulties -- 6. Numeracy Difficulties -- 7. Behavioural Issues in Classrooms and Social, Emotional and Mental Health -- 8. Using ICT to Support Young People's Special Learning Needs -- 9. Professional Relationships with Other People -- 10. Including Young People with Special Educational Needs and Disabilities: Moving Forward -- Bibliography -- Index | |
| 520 | _a"Special Educational Needs and Disabilities in Schools is a key resource in supporting student teachers during and beyond their teaching training to begin to understand how, and be able, to address the needs of children and young people within schools and college in line with the Code of Practice (DfE, 2014). Drawing on her wealth of experience and up-to-date theory, Janice Wearmouth, explores current legislation related to special educational needs and disability (SEND) within a historical and geographical context so that readers can understand how and why the current SEND policy and practice has developed as it has. She considers assessment and planning in relation to both informal and standardised approaches, and offers ways to engage with young people's, peers' and families' views and experiences. Wearmouth focuses on ways to understand, assess and address the most common forms of SEND: literacy and numeracy difficulties and behavioural concerns related to social, emotional and mental health. She discusses how ICT might be used to include young people with various degrees of difficulty in learning and explores professional relationships and partnership work with parents and families. Throughout this engaging guide, readers are supported with clear questions of focus for each chapter, and within each chapter exemplars and vignettes, and reflective and discussion activities for individuals and groups, can be found to enable them to consider their own practice to ensure that all young people can learn effectively in their classrooms. The supportive companion website provides a wealth of additional material, including reflective activities, examples of different kinds of assessment tools and interventions, check lists, examples of school/college policy documents, and classroom and individual student observation tools and templates for understanding and assessing difficult behaviour and planning for improvement."-- | ||
| 520 | _a"A key resource to inform beginning and experienced teachers about the nature of special educational needs and disability (SEND), and ways to assess and address difficulties in classrooms and elsewhere"-- | ||
| 650 | 0 | _aLearning disabled children | |
| 650 | 0 | _aSpecial education teachers | |
| 942 | _cBK | ||
| 999 |
_c3440 _d3440 |
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