Download Commonsense Methods for Children with Special Needs: by Peter Westwood PDF

By Peter Westwood

This e-book presents lecturers with a right away and finished resource of useful rules to be used in usual school rooms. the writer has drawn upon his personal instructing event and upon learn to spot good attempted and confirmed ways masking simple educational abilities development, behaviour administration, social abilities improvement and curriculum adaption. The 3rd variation has been completely revised, with the addition of 2 new chapters facing early id of, and educational equipment of intervention opposed to, studying problems. the mix of the latest study and transparent, functional recommendation make this a helpful source for additional research.

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Extra resources for Commonsense Methods for Children with Special Needs: Strategies for the Regular Classroom

Sample text

The selfmanagement skills required in an informal setting tend to be different from those needed in a more formal or highly structured setting. Knowing how to respond to the demands and constraints of different lessons or settings is an important aspect of self-management. Evidence exists to show that the type of classroom learning environment created by the teacher, and the instructional approach used, can both markedly influence the development of self-management and independence in children.

This fact needs to be recognized and transfer of training needs to be planned for, rather than assumed. Chan (1991) has recommended that teachers ensure that specific strategies taught are actually needed in the daily curriculum to facilitate immediate application. g. different texts, different problems) over a period of time and to discuss fully with students the various situations in which a particular strategy can be used effectively. Research studies seem to provide the following tentative conclusions: • Metacognition is developmental in nature.

In the classroom it relates to such behaviours as knowing how to organize one’s materials, knowing what to do when work is completed, knowing how and when to seek help from the teacher or a peer, how to check one’s own work for careless errors, how to maintain attention to task without constant supervision or reassurance, how to observe the well-established routines in the class such as ordering lunch, having sports equipment or books ready for a specific lesson, knowing when a change of lesson or room is to occur, and so on.

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