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ERIC Number: ED477975
Record Type: RIE
Publication Date: 2003
Pages: 256
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-415-29849-0
ISSN: N/A
Commonsense Methods for Children with Special Educational Needs: Strategies for the Regular Classroom. Fourth Edition.
Westwood, Peter
This book is designed to provide teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms. Chapter 1 explores issues relating to children with general and specific learning difficulties. It discusses inclusive schooling and special educational needs, factors associated with successful inclusion, and characteristics of students with learning disability. Chapters 2 and 3 outline characteristics of students with intellectual disability and autism and physical disabilities and sensory impairment. Teaching approaches are recommended for assisting these students in inclusive classrooms. Chapter 4 focuses on teaching methods for self-management and self-regulation, while chapter 5 describes behavior modification techniques and methods for assisting students with attention deficit hyperactivity disorder. Chapter 6 explains methods for improving social skills and peer group acceptance and chapter 7 describes principles and practices for developing early literacy skills. Chapters 8 and 9 provide information for planning effective interventions for literacy problems and for overcoming or preventing reading difficulties. Chapters 10 and 11 discuss helping students improve their writing skills and developing spelling skills. The last two chapters provide information on developing numeracy and math problem-solving skills and adapting curriculum and instruction. (Contains more than 500 references.) (CR)
Taylor & Francis, Inc. 10650 Toebben Dr., Independence, KY 41051 ($25.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.taylorandfrancis.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A