Learning Support. 8. Guidance and Support.

Autor/inn/en	Faraday, Sally; Harris, Richard
Institution	Further Education Unit, London (England).; Training Agency, London (England).; Skill: National Bureau of Students with Disabilities, London (England).
Titel	Learning Support. 8. Guidance and Support.
Quelle	(1989), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Admissions Counseling; Confidentiality; Continuing Education; Educational Improvement; Foreign Countries; Helping Relationship; Individual Needs; Inservice Teacher Education; Intervention; Listening Skills; Mainstreaming; Policy; Postsecondary Education; Questioning Techniques; Referral; Self Advocacy; Special Needs Students; Specialists; Staff Development; Teacher Guidance; Teacher Response; Teacher Student Relationship; Training; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Ausland; Helfende Beziehung; Lehrerfortbildung; Politik; Post-secondary education; Tertiäre Bildung; Befragungstechnik; Fragetechnik; Selbstbehauptung; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Lehrerberatung; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildung
Abstract	Providing guidance and support is the subject of this document, one of 9 modules in an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed the module, staff should be able to: (1) define what is meant by guidance and support; (2) describe guidance and support activities; (3) show an understanding of their role and responsibility in providing initial support; (4) employ appropriate guidance and support techniques; and (5) recognize the limits of their role and know when to get help from other sources. The module defines guidance, support, and self-advocacy; outlines the component skills of self-advocacy; lists guidance activities and stages of intervention; describes the skills of attending, active listening, questioning, and giving feedback; summarizes the guidance and support process; discusses the importance of having institutional policies regarding guidance, support, and confidentiality; and lists questions staff should consider when deciding whether to refer students to others. Fourteen exercises are included in the module. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC