Commonsense Methods for Children with Special Educational Needs
ebook ∣ Strategies for the Regular Classroom
By Peter Westwood
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Praise for previous editions:
'This is an excellent book which, while utilising modern methods of teaching, legitimises a sequential and commonsense approach to special education in ordinary classrooms.' - Australian Journal of Reading
'The 3rd edition was chosen by primary teachers as one of the most influential books on special needs.' - Garner and Robinson (2000): British Journal of Special Education
This book provides teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms.
This fully revised and updated fourth edition includes expanded chapters on learning difficulties, effective instruction, behaviour management, self-regulation, the teaching of literacy and numeracy skills, and differentiation across the curriculum. In addition, the book includes new chapters on the learning characteristics and specific needs of students with intellectual, physical or sensory disabilities. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice.
This book is essential reading for practising teachers and student teachers worldwide.
'This is an excellent book which, while utilising modern methods of teaching, legitimises a sequential and commonsense approach to special education in ordinary classrooms.' - Australian Journal of Reading
'The 3rd edition was chosen by primary teachers as one of the most influential books on special needs.' - Garner and Robinson (2000): British Journal of Special Education
This book provides teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms.
This fully revised and updated fourth edition includes expanded chapters on learning difficulties, effective instruction, behaviour management, self-regulation, the teaching of literacy and numeracy skills, and differentiation across the curriculum. In addition, the book includes new chapters on the learning characteristics and specific needs of students with intellectual, physical or sensory disabilities. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice.
This book is essential reading for practising teachers and student teachers worldwide.
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