This resource focuses on specific interventions which can be used for children within the four definitions of areas of need as identified in the Special Educational Needs Code of Practice (DfES, 2001). The interventions and strategies offered in this book will provide you with ideas to try with pupils and get you thinking about how best you can meet their needs with the resources you have available. Many of the chapters also provide additional ideas to try with all the pupils in the class, improving access, engagement and participation with the curriculum for all.
Teaching Children with Special Needs: Specific Intervention Programmes and Strategies
£59.00
Phase:
- Primary
ISBN:
978-1-905538-36-2
Published:
Oct 2007
Books and Training Products: If you are in the UK, your order should usually arrive within 7 working days. Please allow up to two weeks for deliveries outside the UK. Please note that some books and training packs are available to pre-order prior to publication; they will not be delivered until they are published.
eBooks: If purchased by credit card, you will be provided with easy download instructions for immediate download. If purchased by invoice you will have to wait until we have confirmed that your email address and contact details match your school’s. This is typically done on the following working day. Please note that sometimes e-books are available to pre-order prior to publication; they will not be available for download until they are published.
Summary of contents
This book focuses on specific interventions which can be used for children within the four definitions of areas of need as identified in the Special Educational Needs Code of Practice (DfES, 2001):
- autism spectrum disorders (ASD); speech, language and communication needs (SLCN) and dyslexia
- physical impairments
- cognitive needs
- social, emotional and behavioural difficulties (SEBD).
The interventions and strategies offered in this book will provide you with ideas to try with pupils and get you thinking about how best you can meet their needs with the resources you have available. Many of the chapters also provide additional ideas to try with all the pupils in the class, improving access, engagement and participation with the curriculum for all.
This book has been divided into the four areas of need in which there are a number of chapters about what are probably the most frequently used intervention programmes and strategies to support learners with those identified needs. All the interventions and strategies offered are well tested and will give you the confidence to try other ideas that may also be effective.
Chapter breakdown
Part 1: Autism spectrum disorders (ASD), speech, language and communication needs (SLCN) and dyslexia
- Chapter 1: Circle of friends by Pat Haworth
- Chapter 2: Cued articulation by Marion Emmerson
- Chapter 3: Social stories by Stuart Norman
- Chapter 4: Miscue… then what? By Ann Callander
- Chapter 5: Augmentative and alternative communication by Gillian Hazell
- Chapter 6: Music interaction by Julie Newman, Alex Smith and Michael Rodwell
- Chapter 7: Thinking in pictures: mind mapping and thinking skills by Ann Callander
Part 2: Physical Impairments
- Chapter 8: Brain Gym in primary schools by Gillian Hindshaw
- Chapter 9: Kinaesthetic learners: move through the day by Alison Silby
- Chapter 10: Understanding perception by Jill Jenkinson
- Chapter 11: Teaching handwriting by Janice Rolnick and Jacquie Buttriss
- Chapter 12: Boosting auditory learning by Alison Silby
- Chapter 13: Boosting visual learning by Alison Silby
Part 3: Cognitive Needs
- Chapter 14: Improving spelling skills by Ann Callander
- Chapter 15: Improving memory skills by Jacquie Buttriss
- Chapter 16: Developing an understanding of concept vocabulary by Ann Callander
- Chapter 17: Coping with mental mathematics by Janet Rees
- Chapter 18: Improving writing skills by Sue Soan
- Chapter 19: Improving ICT skills by Terry Freedman
- Chapter 20: Improving mathematical skills by Steve Chinn
Part 4: Social, Emotional and Behavioural Difficulties
- Chapter 21: Developing social skills by Stuart Norman
- Chapter 22: Developing young children’s social and emotional skills by Tina Rae
- Chapter 23: Managing behaviour in the classroom by Jenny Crisp
Details
Spiral bound, 305 x 256, 166 Pages
