Download PDF by Peter Westwood: Commonsense Methods for Children with Special Educational

By Peter Westwood

ISBN-10: 0203836642

ISBN-13: 9780203836644

ISBN-10: 0415583756

ISBN-13: 9780415583756

ISBN-10: 0415583764

ISBN-13: 9780415583763

During this period of inclusive schooling it's crucial that each one academics have a legitimate figuring out of the character of scholars’ exact academic wishes and the way those wishes might most sensible be met within the lecture room. not just needs to academics comprehend and settle for scholars with disabilities and studying difficulties, yet they have to additionally own quite a lot of educating and administration options. comparable wisdom and talents also are required by way of lecture room assistants and different body of workers operating in a help function in faculties. This ebook bargains sound useful suggestion on evaluation and intervention in line with the newest examine proof from the sphere. This absolutely revised and up-to-date 6th version comprises chapters on: normal and particular studying problems scholars with autism highbrow, actual or sensory impairments self-regulation social abilities behaviour administration literacy and numeracy curriculum model educating tools. furthermore, the publication provides a brand new bankruptcy at the precise wishes of proficient and gifted scholars. the sensible suggestion the writer provides through the booklet is embedded inside a transparent theoretical context supported via present learn and lecture room perform.

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Extra info for Commonsense Methods for Children with Special Educational Needs, 6th Edition

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2010). Objectives are best achieved by using both direct instructional methods and by maximizing the naturally occurring opportunities in the child’s daily life. The most effective interventions involve the child’s family as well as teachers and therapists. Home-based intervention programmes (or programmes combining both school- or clinic-based intervention with home programmes) produce better results than purely clinic-based programmes. For non-verbal autistic children, intensive use of alternative communication methods and visual cues (hand signing, pointing, pictures and symbol cards) are usually necessary in most teaching situations (Elliott 2009).

Many students in this situation require intensive remedial assistance with their schoolwork. Traumatic brain injury The term traumatic brain injury (TBI) is used to describe any acquired brain damage resulting from events such as car accidents, serious falls, blows to the head, unsuccessful suicide attempts, sports injury, the ‘shaken infant syndrome’ and recovery after drowning. An increasing number of school-age individuals acquire brain injury from falls, car accidents and partial drowning. Howard et al.

G. rocking, hand flapping, spinning); obsessive interests, ritualized activities, and the desire to preserve ‘sameness’ in surroundings and daily routines; lack of imaginative and creative play. Current thinking on the nature of autism embodies the notion of a continuum of autistic characteristics, implying that there is no clearly defined single syndrome. Included at the upper level within this continuum are all the atypical children who are difficult to diagnose and do not necessarily conform to the typical pattern of autism.

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Commonsense Methods for Children with Special Educational Needs, 6th Edition by Peter Westwood


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