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Inhaltsangabe
Under the Education Reform Act, 1988, all pupils, including those who have special educational needs, share the same statutory entitlement to a broad and balanced curriculum, including access to the National Curriculum. It is thus the responsibility of all teachers to ensure that this requirement is translated into good practice. For many teachers this new challenge will necessitate the provision of appropriate guidance and support to help them to respond satisfactorily to these demands. This book offers clear, practical guidelines to help ensure that the full breadth of the curriculum is made available to children with special educational needs as the rest of the peers. Part one discusses the nature of learning difficulties and examines ways in which learning difficulties can be recognised during the early years of education. The contributors to part two focus on key curriculum areas, discussing particular difficulties which children may experience in each area, and offering pratical suggestions to help teachers in their efforts to maximise children's learning performance in the classroom. Part three examines ways in which pupils' learning can be supported within classrooms.
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Under the Education Reform Act, 1988, all pupils, including those who have special educational needs, share the same statutory entitlement to a broad and balanced curriculum, including access to the National Curriculum. It is thus the responsibility of all teachers to ensure that this requirement is translated into good practice. For many teachers this new challenge will necessitate the provision of appropriate guidance and support to help them to respond satisfactorily to these demands. This book offers clear, practical guidelines to help ensure that the full breadth of the curriculum is made available to children with special educational needs as the rest of the peers. Part one discusses the nature of learning difficulties and examines ways in which learning difficulties can be recognised during the early years of education. The contributors to part two focus on key curriculum areas, discussing particular difficulties which children may experience in each area, and offering pratical suggestions to help teachers in their efforts to maximise children's learning performance in the classroom. Part three examines ways in which pupils' learning can be supported within classrooms.
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