Autore	Smyth Geri
Pubbl/distr/stampa	Oxon [England] : , : David Fulton, , 2003
Descrizione fisica	1 online resource (125 p.)
Disciplina	370.11750941
Soggetto topico	Education, Bilingual - Great Britain Special education - Great Britain
ISBN	1-135-37318-3 1-283-60725-5 9786613919700 1-135-37319-1 0-203-96311-3 1-4175-0065-4
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Cover; Helping Bilingual Pupils to Access the Curriculum; Copyright; Contents; Acknowledgements; Preface; CHAPTER 1 Language at Home/Language in the Classroom; Education in the UK; The linguistic make-up of the UK; Language education policy in the UK; Teachers' concerns; CHAPTER 2 Meeting the Challenges of Teaching Bilingual Children; JACK, AGE 9; Issues; Educational challenges; Possible solutions; OMAR, AGE 10; Issues; Educational challenges; Possible solutions; ANNIE, AGE 7; Issues; Educational challenges; Possible solutions; SUNITA, AGE 8; Issues; Educational challenges; Possible solutions NATASHA, AGE 15Issues; Educational challenges; Possible solutions; LEE, AGE 13; Issues; Educational challenges; Possible solutions; CHAPTER 3 Monolingual Teachers Working with Bilingual Parents; Parents' meetings; MARK, AGE 5; Issues; Possible solutions; RIZWANA, AGE 9 AND NAHEEDA, AGE 6; Issues; Possible solutions; BILLY, AGE 9 AND JO, AGE 7; Issues; Possible solutions; Literacy homework; Extended leave; CHAPTER 4 Valuing the Multilingual and Multicultural Nature of the School Population; DARJIT, AGE 11; Issues; MARK, AGE 5; Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions Education for citizenshipWhere we came from/languages we speak: topic outlines; CHAPTER 5 Learning Support or Language Support?; MEGAN, PRIMARY 4 TEACHER; Issues; Possible solutions; JENNA, PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support? How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?' Useful Addresses and Websites
Record Nr.	UNINA-9910780463803321

Autore	Clough Peter <1949->
Pubbl/distr/stampa	Windsor, Berkshire, UK, : NFER-Nelson, 1991
Descrizione fisica	1 online resource (185 p.)
Disciplina	371.9/0941
Altri autori (Persone)	LindsayGeoff
Soggetto topico	Special education - Great Britain Mainstreaming in education - Great Britain Special education - Great Britain - Administration
Soggetto genere / forma	Electronic books.
ISBN	1-138-42089-1 9786610048977 1-135-79970-9 1-280-04897-2 0-203-22079-X
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Cover; Integration and the Support Service: Changing Roles in Special Education; Copyright; Contents; List of Tables and Figures; Preface; Acknowledgements; Chapter 1The Supportive Principle; Chapter 2City LEA Integration SupportService; Chapter 3Developing the Support Team; Chapter 4Gathering Information; Chapter 5The Coordination of Services; Chapter 6Contracts for Change; Chapter 7Providing INSET; Chapter 8Direct Teaching; Chapter 9Support Assistants; Chapter 10City Integration Support Servicein Action; Chapter 11Attitudes to Integration and Support Chapter 12Looking Forward to SupportiveEducation in the 1990sReferences; Subject Index; Author Index
Record Nr.	UNINA-9910455643003321

Edizione	[[1st ed.].]
Pubbl/distr/stampa	London ; ; New York : , : Routledge, , 2012
Descrizione fisica	1 online resource (175 p.)
Disciplina	371.9/046
Altri autori (Persone)	CornwallJohn, senior lecturer Graham-MathesonLynne
Soggetto topico	Inclusive education - Great Britain Special education - Great Britain
Soggetto genere / forma	Electronic books.
ISBN	1-283-46172-2 9786613461728 0-203-14400-7 1-136-50196-7
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Front Cover; Leading on Inclusion; Copyright Page; Contents; Acknowledgements; List of contributors; Foreword; List of abbreviations; Introduction: leading on inclusion: Lynne Graham-Matheson; 1. How did we get here? A brief history of inclusion and special educational needs: Lynne Graham-Matheson; 2. Perspectives on special educational needs and inclusive practice: whose views count?: Gill Richards; 3. Theorizing educational change within the context of inclusion: Anastasia Liasidou and Cathy Svensson 4. Whole school development, inclusion and special educational needs: acknowledging wider debates: David Thompson5. The importance of a whole school culture of inclusion: Alison Ekins; 6. Learning and teaching in inclusive classrooms: Bridget Middlemas; 7. Multi-professional working: the way forward?: Sue Soan; 8. Dilemmas of enablement: inclusive and special technologies: Mike Blamires; 9. Inclusive and ethical research: Fiona and Graham Hallett; 10. Developing inclusive schools: an international case study: Peter Grimes 11. Leading on inclusion: the sum of the parts is not the whole story ...: John CornwallReferences; Index
Record Nr.	UNINA-9910461941203321

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
Soggetto genere / forma	Electronic books.
ISBN	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-9910464975703321