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Making special education inclusive : from research to practice / / edited by Peter Farrell and Mel Ainscow
| Making special education inclusive : from research to practice / / edited by Peter Farrell and Mel Ainscow |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2002 |
| Descrizione fisica | 1 online resource (222 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
FarrellPeter
AinscowMel |
| Soggetto topico |
Inclusive education - Great Britain
Mainstreaming in education - Great Britain Special education - Great Britain |
| ISBN |
1-136-60947-4
1-283-59065-4 9786613903105 0-203-43726-8 1-136-60948-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Making Special Education Inclusive; Copyright Page; Contents; Foreword; Acknowledgements; About the Authors; Chapter 1.Making special education inclusive: mapping the issues: Peter Farrell and Mel Ainscow; Section 1; Chapter 2. Looking them in the eyes: is rational provision for students 'with special educational needs' really possible?: Alan Dyson and Alan Millward; Chapter 3. Using research to encourage the development of inclusive practices: Mel Ainscow; Chapter 4. Can teaching assistants make special education inclusive?: Peter Farrell and Maggie Balshaw
Chapter 5. Learning about inclusive education: the role of EENET in promoting international dialogue: Susie MilesSection 2; Chapter 6. Pastoral care, inclusion and counselling: Henry Hollanders; Chapter 7. Inclusive education and lesbian and gay young people: Jo Frankham; Chapter 8. Inclusive solutions for children with emotional and behavioural difficulties: Steve Rooney; Chapter 9.Can nurture groups facilitate inclusive practice in primary schools?: Andy Howes, Judith Emanuel and Peter Farrell; Chapter 10.The impact of domestic violence on children: implications for schools: Anne Rushton Section 3Chapter 11. Checking individual progress in phonics: Rea Reason and Sue Palmer; Chapter 12. What do we mean when we say 'dyslexia' and what difference does it make anyway?: Kevin Woods; Section 4; Chapter 13. Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools: Wendy Lynas; Chapter 14. The inclusion of children with visual impairment in the: mainstream primary school classroom: Pauline Davis and Vicky Hopwood; Chapter 15.Interdisciplinary support for children with epilepsy in: mainstream schools: Gill Parkinson Chapter 16. The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties: Mark BarberSection 5; Chapter 17. Building tomorrow together: effective transition planning for pupils with special needs: Filiz Polat, Afroditi Kalambouka and Bill Boyle; Chapter 18. An inclusive society? One young man with learning difficulties doesn't think so!: Iain Carson; Index |
| Record Nr. | UNINA-9910792092603321 |
| Abingdon, Oxon : , : David Fulton Publishers, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Meeting SEN in the curriculum : modern foreign languages / / Sally McKeown
| Meeting SEN in the curriculum : modern foreign languages / / Sally McKeown |
| Autore | McKeown Sally |
| Pubbl/distr/stampa | London : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (155 p.) |
| Disciplina |
371.904465
418.0071041 |
| Collana | Meeting special needs in the curriculum series |
| Soggetto topico |
Language and languages - Study and teaching
Students with disabilities Special education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-82326-5
1-4175-8209-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Meeting SEN in the Curriculum: Modern Foreign Languages; Copyright Page; Contents; Acknowledgements; Contributors to the series; Contents of the CD; Introduction; 1. Meeting Special Educational Needs - Your Responsibility; What does SEN mean?; The Code of Practice for SEN; What does the Act cover?; The SENCO; Inclusive schools; Improving access; Disapplying pupils; 2. Departmental Policy; Where to start when writing a policy; Useful headings when establishing a working policy; The content of an SEN departmental policy; General statement with reference to the school's SEN policy
Definition of SENProvision for staff within the department; Provision for pupils with SEN; Resources and learning materials; ICT; Staff qualifications and continuing Professional Development needs; Monitoring and reviewing the policy; Summary; 3. Different types of SEN; Asperger's Syndrome; Attention Deficit Disorder (with or without hyperactivity) (ADD/ADHD); Autistic Spectrum Disorders (ASD); Behavioural, emotional and social development needs; Behavioural, emotional, social difficulty (BESD); Cerebral palsy (CP); Down's Syndrome (DS); Fragile X Syndrome Moderate learning difficulties (MLD)Physical disability (PD); Semantic Pragmatic Disorder; Sensory impairments; Hearing impairment(HI); Visual impairment (VI); Multi-sensory impairment; Severe learning difficulties (SLD); Profound and multiple learning difficulties (PMLD); Specific learning difficulties (SpLD); Dyslexia; Dyscalculia; Dyspraxia; Speech, language and communication difficulties (SLCD); Tourette's Syndrome (TS); 4. The Inclusive MFL Classroom; Why teach MFL to pupils with special needs?; Basic good practice; The atmosphere; Managing behaviour; Sarah:Year 7 The physical environmentInteractive whiteboards; Making print materials more accessible; Producing your own materials; Supporting writing; Multi-sensory language learning; 5. Teaching and Learning Styles; Learning styles; Teaching strategies; Good practice guide; Finishing off; Differentiation by resource; A checklist for evaluating materials; Matching tasks to student abilities, aptitudes and interests; Building learning routes; A range of tasks to allow choice; Analytical and creative activities; Differentiation by support; Support from adults and other pupils; Support from technology Differentiation by responseWhat are we working on?; Pair work; Providing learning logs; 6. Monitoring and Assessment; Why assess?; Formative assessment; Finding out what works and what doesn't; Ongoing formal assessment; P levels; Level descriptions; Ongoing informal assessment; Feedback to pupils; Pupils know what to do; Individual Action Plans; External examinations; Accommodating the needs of pupils with SEN; Summary of principles for centres; 7. Managing Support; What does an assistant do?; Helping with the care and support of individual pupils Helping with the care and support of a group of pupils |
| Record Nr. | UNINA-9910451997603321 |
McKeown Sally
|
||
| London : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Meeting SEN in the curriculum : modern foreign languages / / Sally McKeown
| Meeting SEN in the curriculum : modern foreign languages / / Sally McKeown |
| Autore | McKeown Sally |
| Pubbl/distr/stampa | London : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (155 p.) |
| Disciplina |
371.904465
418.0071041 |
| Collana | Meeting special needs in the curriculum series |
| Soggetto topico |
Language and languages - Study and teaching
Students with disabilities Special education |
| ISBN |
0-203-82326-5
1-4175-8209-X |
| Classificazione |
5,3
DT 9000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Meeting SEN in the Curriculum: Modern Foreign Languages; Copyright Page; Contents; Acknowledgements; Contributors to the series; Contents of the CD; Introduction; 1. Meeting Special Educational Needs - Your Responsibility; What does SEN mean?; The Code of Practice for SEN; What does the Act cover?; The SENCO; Inclusive schools; Improving access; Disapplying pupils; 2. Departmental Policy; Where to start when writing a policy; Useful headings when establishing a working policy; The content of an SEN departmental policy; General statement with reference to the school's SEN policy
Definition of SENProvision for staff within the department; Provision for pupils with SEN; Resources and learning materials; ICT; Staff qualifications and continuing Professional Development needs; Monitoring and reviewing the policy; Summary; 3. Different types of SEN; Asperger's Syndrome; Attention Deficit Disorder (with or without hyperactivity) (ADD/ADHD); Autistic Spectrum Disorders (ASD); Behavioural, emotional and social development needs; Behavioural, emotional, social difficulty (BESD); Cerebral palsy (CP); Down's Syndrome (DS); Fragile X Syndrome Moderate learning difficulties (MLD)Physical disability (PD); Semantic Pragmatic Disorder; Sensory impairments; Hearing impairment(HI); Visual impairment (VI); Multi-sensory impairment; Severe learning difficulties (SLD); Profound and multiple learning difficulties (PMLD); Specific learning difficulties (SpLD); Dyslexia; Dyscalculia; Dyspraxia; Speech, language and communication difficulties (SLCD); Tourette's Syndrome (TS); 4. The Inclusive MFL Classroom; Why teach MFL to pupils with special needs?; Basic good practice; The atmosphere; Managing behaviour; Sarah:Year 7 The physical environmentInteractive whiteboards; Making print materials more accessible; Producing your own materials; Supporting writing; Multi-sensory language learning; 5. Teaching and Learning Styles; Learning styles; Teaching strategies; Good practice guide; Finishing off; Differentiation by resource; A checklist for evaluating materials; Matching tasks to student abilities, aptitudes and interests; Building learning routes; A range of tasks to allow choice; Analytical and creative activities; Differentiation by support; Support from adults and other pupils; Support from technology Differentiation by responseWhat are we working on?; Pair work; Providing learning logs; 6. Monitoring and Assessment; Why assess?; Formative assessment; Finding out what works and what doesn't; Ongoing formal assessment; P levels; Level descriptions; Ongoing informal assessment; Feedback to pupils; Pupils know what to do; Individual Action Plans; External examinations; Accommodating the needs of pupils with SEN; Summary of principles for centres; 7. Managing Support; What does an assistant do?; Helping with the care and support of individual pupils Helping with the care and support of a group of pupils |
| Record Nr. | UNINA-9910777582003321 |
|
McKeown Sally
|
||
| London : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Meeting SEN in the curriculum : modern foreign languages / / Sally McKeown
| Meeting SEN in the curriculum : modern foreign languages / / Sally McKeown |
| Autore | McKeown Sally |
| Pubbl/distr/stampa | London : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (155 p.) |
| Disciplina |
371.904465
418.0071041 |
| Collana | Meeting special needs in the curriculum series |
| Soggetto topico |
Language and languages - Study and teaching
Students with disabilities Special education |
| ISBN |
0-203-82326-5
1-4175-8209-X |
| Classificazione |
5,3
DT 9000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Meeting SEN in the Curriculum: Modern Foreign Languages; Copyright Page; Contents; Acknowledgements; Contributors to the series; Contents of the CD; Introduction; 1. Meeting Special Educational Needs - Your Responsibility; What does SEN mean?; The Code of Practice for SEN; What does the Act cover?; The SENCO; Inclusive schools; Improving access; Disapplying pupils; 2. Departmental Policy; Where to start when writing a policy; Useful headings when establishing a working policy; The content of an SEN departmental policy; General statement with reference to the school's SEN policy
Definition of SENProvision for staff within the department; Provision for pupils with SEN; Resources and learning materials; ICT; Staff qualifications and continuing Professional Development needs; Monitoring and reviewing the policy; Summary; 3. Different types of SEN; Asperger's Syndrome; Attention Deficit Disorder (with or without hyperactivity) (ADD/ADHD); Autistic Spectrum Disorders (ASD); Behavioural, emotional and social development needs; Behavioural, emotional, social difficulty (BESD); Cerebral palsy (CP); Down's Syndrome (DS); Fragile X Syndrome Moderate learning difficulties (MLD)Physical disability (PD); Semantic Pragmatic Disorder; Sensory impairments; Hearing impairment(HI); Visual impairment (VI); Multi-sensory impairment; Severe learning difficulties (SLD); Profound and multiple learning difficulties (PMLD); Specific learning difficulties (SpLD); Dyslexia; Dyscalculia; Dyspraxia; Speech, language and communication difficulties (SLCD); Tourette's Syndrome (TS); 4. The Inclusive MFL Classroom; Why teach MFL to pupils with special needs?; Basic good practice; The atmosphere; Managing behaviour; Sarah:Year 7 The physical environmentInteractive whiteboards; Making print materials more accessible; Producing your own materials; Supporting writing; Multi-sensory language learning; 5. Teaching and Learning Styles; Learning styles; Teaching strategies; Good practice guide; Finishing off; Differentiation by resource; A checklist for evaluating materials; Matching tasks to student abilities, aptitudes and interests; Building learning routes; A range of tasks to allow choice; Analytical and creative activities; Differentiation by support; Support from adults and other pupils; Support from technology Differentiation by responseWhat are we working on?; Pair work; Providing learning logs; 6. Monitoring and Assessment; Why assess?; Formative assessment; Finding out what works and what doesn't; Ongoing formal assessment; P levels; Level descriptions; Ongoing informal assessment; Feedback to pupils; Pupils know what to do; Individual Action Plans; External examinations; Accommodating the needs of pupils with SEN; Summary of principles for centres; 7. Managing Support; What does an assistant do?; Helping with the care and support of individual pupils Helping with the care and support of a group of pupils |
| Record Nr. | UNINA-9910811734503321 |
|
McKeown Sally
|
||
| London : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Page to stage : developing writing, speaking and listening skills in primary schools / / James Carter
| Page to stage : developing writing, speaking and listening skills in primary schools / / James Carter |
| Autore | Carter James <1959-, > |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2005 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina | 372.6/044/0941 |
| Soggetto topico |
Literacy - Study and teaching (Elementary)
Language arts (Preschool) Language arts (Elementary) Language arts (Early childhood) Children - Language |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-138-14723-0
0-203-82287-0 1-136-76784-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Page : developing writing skills through poetry -- pt. 2. Stage : developing speaking and listening skills through performance poetry (including CD). |
| Record Nr. | UNINA-9910453352103321 |
|
Carter James <1959-, >
|
||
| Abingdon, Oxon : , : David Fulton Publishers, , 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Page to stage : developing writing, speaking and listening skills in primary schools / / James Carter
| Page to stage : developing writing, speaking and listening skills in primary schools / / James Carter |
| Autore | Carter James <1959-, > |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2005 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina | 372.6/044/0941 |
| Soggetto topico |
Literacy - Study and teaching (Elementary)
Language arts (Preschool) Language arts (Elementary) Language arts (Early childhood) Children - Language |
| ISBN |
1-136-76783-5
1-138-14723-0 0-203-82287-0 1-136-76784-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Page : developing writing skills through poetry -- pt. 2. Stage : developing speaking and listening skills through performance poetry (including CD). |
| Record Nr. | UNINA-9910790837703321 |
|
Carter James <1959-, >
|
||
| Abingdon, Oxon : , : David Fulton Publishers, , 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Page to stage : developing writing, speaking and listening skills in primary schools / / James Carter
| Page to stage : developing writing, speaking and listening skills in primary schools / / James Carter |
| Autore | Carter James <1959-, > |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2005 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina | 372.6/044/0941 |
| Soggetto topico |
Literacy - Study and teaching (Elementary)
Language arts (Preschool) Language arts (Elementary) Language arts (Early childhood) Children - Language |
| ISBN |
1-136-76783-5
1-138-14723-0 0-203-82287-0 1-136-76784-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Page : developing writing skills through poetry -- pt. 2. Stage : developing speaking and listening skills through performance poetry (including CD). |
| Record Nr. | UNINA-9910810187903321 |
|
Carter James <1959-, >
|
||
| Abingdon, Oxon : , : David Fulton Publishers, , 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Pirates and other adventures : role play in the early years / / Jo Boulton and Judith Ackroyd
| Pirates and other adventures : role play in the early years / / Jo Boulton and Judith Ackroyd |
| Autore | Barter-Boulton Jo. |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (111 p.) |
| Disciplina | 808 |
| Altri autori (Persone) | AckroydJudith |
| Collana | Drama activities for 3-7 year olds |
| Soggetto topico |
Drama - Study and teaching (Early childhood) - Activity programs
Drama in education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-84650-0
1-136-60843-5 0-203-42320-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Pirates and other adventures; Copyright; Contents; Acknowledgements; Introduction; How to use this book; Stories from the classroom; Chapter 1 In the Jungle; Chapter 2 Baby Bunting; Chapter 3 Pirate Adventure; Chapter 4 Jack and the Beanstalk; Chapter 5 Helping at the Pet Shop; Chapter 6 All for One and One for All; Chapter 7 Farmer Roberts' Farm; Chapter 8 Mary Mary and the Giant; Chapter 9 Cinderella; Chapter 10 Under the Sea; References to National Curriculum Early Learning Goals; Glossary; Games; Suggestions for further reading |
| Record Nr. | UNINA-9910463319303321 |
|
Barter-Boulton Jo.
|
||
| Abingdon, Oxon : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Pirates and other adventures : role play in the early years / / Jo Boulton and Judith Ackroyd
| Pirates and other adventures : role play in the early years / / Jo Boulton and Judith Ackroyd |
| Autore | Barter-Boulton Jo. |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (111 p.) |
| Disciplina | 808 |
| Altri autori (Persone) | AckroydJudith |
| Collana | Drama activities for 3-7 year olds |
| Soggetto topico |
Drama - Study and teaching (Early childhood) - Activity programs
Drama in education |
| ISBN |
1-136-60842-7
1-283-84650-0 1-136-60843-5 0-203-42320-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Pirates and other adventures; Copyright; Contents; Acknowledgements; Introduction; How to use this book; Stories from the classroom; Chapter 1 In the Jungle; Chapter 2 Baby Bunting; Chapter 3 Pirate Adventure; Chapter 4 Jack and the Beanstalk; Chapter 5 Helping at the Pet Shop; Chapter 6 All for One and One for All; Chapter 7 Farmer Roberts' Farm; Chapter 8 Mary Mary and the Giant; Chapter 9 Cinderella; Chapter 10 Under the Sea; References to National Curriculum Early Learning Goals; Glossary; Games; Suggestions for further reading |
| Record Nr. | UNINA-9910786472903321 |
|
Barter-Boulton Jo.
|
||
| Abingdon, Oxon : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Pirates and other adventures : role play in the early years / / Jo Boulton and Judith Ackroyd
| Pirates and other adventures : role play in the early years / / Jo Boulton and Judith Ackroyd |
| Autore | Barter-Boulton Jo. |
| Pubbl/distr/stampa | Abingdon, Oxon : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (111 p.) |
| Disciplina | 808 |
| Altri autori (Persone) | AckroydJudith |
| Collana | Drama activities for 3-7 year olds |
| Soggetto topico |
Drama - Study and teaching (Early childhood) - Activity programs
Drama in education |
| ISBN |
1-136-60842-7
1-283-84650-0 1-136-60843-5 0-203-42320-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Pirates and other adventures; Copyright; Contents; Acknowledgements; Introduction; How to use this book; Stories from the classroom; Chapter 1 In the Jungle; Chapter 2 Baby Bunting; Chapter 3 Pirate Adventure; Chapter 4 Jack and the Beanstalk; Chapter 5 Helping at the Pet Shop; Chapter 6 All for One and One for All; Chapter 7 Farmer Roberts' Farm; Chapter 8 Mary Mary and the Giant; Chapter 9 Cinderella; Chapter 10 Under the Sea; References to National Curriculum Early Learning Goals; Glossary; Games; Suggestions for further reading |
| Record Nr. | UNINA-9910800036403321 |
|
Barter-Boulton Jo.
|
||
| Abingdon, Oxon : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
