Addressing Special Needs And Disability In The Curriculum 11 Book Set PDF Books

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Addressing Special Needs And Disability In The Curriculum 11 Book Set

Addressing Special Needs And Disability In The Curriculum 11 Book Set
Author: John Connor
Publisher: Routledge
ISBN: 9781138553002
Size: 35.49 MB
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The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This series offers specialist guidance for a full range of subjects in the upper primary and secondary curriculum; including English, Maths, Science, History, Geography, Languages, RE, Art, D&T, PE and Music. Each book draws on a wealth of experience and provides practical, tried and tested strategies and resources that will support teachers in delivering successful, inclusive lessons for all pupils. An invaluable tool for continuing professional development, Addressing Special Educational Needs and Disabilities in the Curriculum will be essential for teachers and teaching assistants seeking subject specific guidance in supporting pupils with a wide range of learning needs. This series will also be of great interest to SENCOs, senior management teams and ITT providers.
Addressing Special Needs and Disability in the Curriculum 11 Book Set
Language: en
Pages: 1784
Authors: John Connor, Victoria Jaquiss, Diane Paterson, Marion Frankland, Crispin Andrews, Louise T Davies, Ian Luff, Richard Harris, Dilwyn Hunt, Helen Harris, Gill Curry, Kim Earle, Max Wallace, Tim Hurst
Categories:
Type: BOOK - Published: 2018-03-07 - Publisher: Routledge
The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This series offers specialist guidance for a full range of subjects in the upper primary and secondary curriculum; including English, Maths, Science, History, Geography, Languages, RE, Art, D&T, PE and Music. Each book draws on a wealth of experience and provides practical, tried and tested strategies and resources that will support teachers in delivering successful, inclusive lessons for all pupils. An invaluable tool for continuing professional development, Addressing Special Educational Needs and Disabilities in the Curriculum will be essential for teachers and teaching assistants seeking subject specific guidance in supporting pupils with a wide range of learning needs. This series will also be of great interest to SENCOs, senior management teams and ITT providers.
Addressing Special Educational Needs and Disability in the Curriculum: History
Language: en
Pages: 180
Authors: Richard Harris, Ian Luff
Categories: Education
Type: BOOK - Published: 2017-04-11 - Publisher: Taylor & Francis
The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to: Make history education accessible and engaging to pupils of all abilities Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning Develop inclusive practical demonstration and role play techniques to aid conceptual understanding Set assessment objectives Deploy in-class support effectively An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers. In addition
Addressing Special Educational Needs and Disability in the Curriculum: Religious Education
Language: en
Pages: 168
Authors: Dilwyn Hunt
Categories: Education
Type: BOOK - Published: 2017-07-06 - Publisher: Taylor & Francis
The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making RE lessons accessible and interesting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of special educational needs and disabilities and show how the RE teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of RE teaching, this book will enable teachers to: create a supportive environment which maximises learning opportunities; plan the classroom layout and display to enhance learning; help students of all levels to gain confidence in their reading and writing ability; stimulate discussion and develop thinking skills through using stimuli such as religious art, music, artefacts and films; successfully train and fully use the support of their teaching assistants. An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching RE to all pupils, regardless of their individual needs. This book will also be of interest to SENCOs, senior management
Addressing Special Educational Needs and Disability in the Curriculum: Art
Language: en
Pages: 138
Authors: Kim Earle, Gill Curry
Categories: Education
Type: BOOK - Published: 2017-09-06 - Publisher: Routledge
The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making art lessons accessible and interesting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the art teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of art teaching, this book will enable teachers to: develop students’ understanding, appreciation and enjoyment of art and design; advance students’ sense of enquiry about visual and tactile experiences; help pupils to realise their creative intentions, through the development of technical competence and manipulative skills; provide opportunities for personal and imaginative enquiry; sample a variety of art and design projects to use in their own lessons; plan the classroom layout and display to enhance learning; successfully train, and fully use the support of, their teaching assistants. An invaluable tool for continuing professional development, this text will be essential for secondary art teachers (and their teaching assistants) seeking guidance specific to teaching
Resources in Education
Language: en
Pages:
Authors: Kim Earle, Gill Curry
Categories: Education
Type: BOOK - Published: 1990-10 - Publisher:
Books about Resources in Education
Dimensions of Early Childhood
Language: en
Pages:
Authors: Kim Earle, Gill Curry
Categories: Child development
Type: BOOK - Published: 1994 - Publisher:
Books about Dimensions of Early Childhood
Current Index to Journals in Education
Language: en
Pages:
Authors: Kim Earle, Gill Curry
Categories: Education
Type: BOOK - Published: 2000-10 - Publisher:
Books about Current Index to Journals in Education
Responding to Learner Diversity and Learning Difficulties
Language: en
Pages: 459
Authors: Dennis Conrad, Stacey Blackman
Categories: Education
Type: BOOK - Published: 2018-10-01 - Publisher: IAP
Caribbean Discourse in Inclusive Education Volume II “Responding to Learner Diversity and Learner Difficulties” shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms ‘education for all’ and ‘inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. ‘Responding to Learner Diversity and Difficulties’ extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education. This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or
Creating Inclusive Classrooms
Language: en
Pages: 547
Authors: Spencer J. Salend
Categories: Education
Type: BOOK - Published: 2008 - Publisher: Prentice Hall
The sixth edition ofCreating Inclusive Classrooms: Effective and Reflective Practices for All Studentsgoes beyond the typical inclusion text in its reflective discussions on how to teach students with varying learning abilities. The text contains all of the core information that an inclusion text requires and then takes the reader to a higher level by including issues of gender, race, ethnicity, language, socioeconomic status, and family structures.
The Principal
Language: en
Pages: 390
Authors: Gerald C. Ubben, Larry W. Hughes, Cynthia J. Norris
Categories: Education
Type: BOOK - Published: 2011 - Publisher: Prentice Hall
Centered on the seven Educational Leadership Constituent Council (ELCC) Standards developed for school leaders that covers both theory and practice. Using the seven Educational Leadership Constituent Council (ELCC) Standards as an organizational tool, the revised seventh edition of The Principal: Creative Leadership For Excellence in Schools continues to provide future school administrators with both the necessary theory and the necessary practical skills to become effective educational leaders. At the same time, the newly updated text incorporates fresh material on modern legal issues, expanded coverage on the topic of cultural and ethnic diversity in schools, and all of the most recent research. With a focus on practical problem solving for school principals and other educational leaders, this text retains its focus on research linking educational leadership and productive schools, especially in terms of outcomes for children. Treating the principalship as a complicated and constantly evolving position that requires a constant focus on learning, instruction, and school improvement, this seventh edition text teaches readers to be moral agents, social advocates, community leaders, and caring individuals.