Learning Support. 1. Introductory Element.

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. 1. Introductory Element.
Quelle	(1989), (31 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Continuing Education; Educational Improvement; Foreign Countries; Inservice Teacher Education; Labeling (of Persons); Mainstreaming; Models; Needs Assessment; Personnel Integration; Postsecondary Education; Program Development; Self Esteem; Social Bias; Special Needs Students; Staff Development; Stereotypes; Student Participation; Teacher Student Relationship; Training; Values Clarification; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Ausland; Lehrerfortbildung; Labeling-Ansatz; Analogiemodell; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Programmplanung; Self-esteem; Selbstaufmerksamkeit; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Klischee; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildung; Wertbewusstsein
Abstract	This document is the introductory module of a 9-module set within 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 this module, staff should be able to: (1) recognize and counter the effects of stereotyped images and assumptions about special needs students; (2) understand the difference between impairment, disability, handicap, and special need; (3) recognize the negative connotations of some terminology and avoid using it; (4) describe students with special needs in positive terms; (5) describe how not feeling "able" may affect one's self-image; (6) identify the major features of their institution's policy on special needs; and (7) implement a task to promote the participation of students with special needs in their workplace. The module contains five sections. Section 1 explores the relationship between the teacher, student, and curriculum. Staff are encouraged to help special needs students become more responsible for their own learning and develop the skills to recognize and express their own needs. Section 2 explores attitudes toward students with special needs. Section 3 introduces the practical issues involved in analyzing student needs. Section 4 looks at a framework for building a program for special needs students which includes identification of values and needs and phases for design, implementation, monitoring, evaluation, and review. Section 5 is designed to help the student apply the program's framework. Eleven exercises are included in the module. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC