Literaturnachweis - Detailanzeige
| Autor/in | Wearmouth, Janice |
|---|---|
| Titel | Special educational needs and disabilities in schools. A critical introduction. 2nd ed. |
| Quelle | London, UK ; New York, NY: Bloomsbury Academic (2021) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781350173026 (Taschenbuch); 9781350173033 (gebundene Ausgabe); 9781350173057 (E-Book); 9781350173040 (EPUB) |
| Schlagwörter | Großbritannien; Learning disabled children; Education; Great Britain; Special education; Special education teachers; Professional relationships; Erziehung Learning disabilities; Child; Children; Lernbehinderung; Kind; Kinder; Bildung; Erziehung; Großbritannien; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Profession; Relationship; Beruf; Wechselbeziehung; Verbindung |
| Abstract | Issues related to 'needs' in education across the UK -- Understanding learning and behaviour -- A historical perspective and the current legal position -- Assessment of barriers to learning and planning for addressing needs -- Understanding difficulties and addressing needs in communication, interaction, cognition and learning -- Understanding and addressing difficulties in social, emotional and mental health -- Focus on behaviour in schools and colleges -- Focus on reading difficulties -- Focus on writing difficulties -- Focus on numeracy difficulties -- Focus on behaviour in settings, schools and colleges -- Uses of technology to support learning needs -- Professional relationships with others -- Including young people : moving forward. "Special Educational Needs and Disabilities in Schools is an essential thoroughly updated resource designed to support you during and beyond your teaching training to understand, assess and address special and/or additional educational needs and disabilities (SEND). This second edition retains the same structure throughout but, in addition to the expected updates throughout to the latest research and legislation, new developments include: - a clear discussion of the principle of equity that underpins legislation - expanded discussions of key topics such as bullying, social, emotional and mental health - greater discussion of working collaboratively within schools and with families - detailed coverage of planning for transition across the age ranges - suggestions of hardware and software for day-to-day use and use in exam conditions - an increased focus on the importance of positive and supportive relationships - how to use this book feature to highlight carefully developed pedagogical features and companion website support Drawing on her wealth of experience, close contact with schools, families and students as well as relevant research, Janice Wearmouth looks at SEND legislation within historical, geographical, social and political contexts to help you to understand how and why current policy and practice has developed in the ways it has. She explores a wide range of informal and standardised approaches to assess and address the most common forms of SEND: literacy and numeracy difficulties and behavioural concerns related to social, emotional and mental health. At the heart of this book is the need to understand of children and young people with SEND as individual human beings with their own hopes, dreams and entitlement to the best possible education we can offer. With this in mind, Wearmouth draws uses key questions to introduce each chapter, and reflective activities to encourage you to consider your own practice to ensure that all young people reach their potential. She uses a range of exemplars, vignettes and personal accounts of young people's and families' experiences within the field to illustrate policy and provision for SEND in a highly authentic and engaging way. The supportive companion website provides a wealth of further resources for individual and group reading, reflection and activities, including links to the latest legislation and supporting reflective activities"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2021/1/03 |
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