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Tables of Contents for Commonsense Methods for Children With Special Educational Needs
Chapter/Section Title
Page #
Page Count
Introduction
xv
Special educational needs, learning difficulties, and effective instruction
1
17
Inclusive schooling and special educational needs
2
2
Factors associated with successful inclusion
4
2
How many students have special educational needs?
5
1
Students with general and specific learning difficulties
6
2
Possible causes of general learning difficulty
6
2
Students with learning disabilities (LD)
8
5
Characteristics of students with learning disability
9
1
Possible causes of learning disability
10
1
Is the concept of `learning disability' useful?
11
1
Correlates of learning difficulty: reduced motivation and learned helplessness
11
2
Impact of students' learning difficulties on teachers' motivation
13
1
Teaching approaches
14
3
Further reading
17
1
Students with intellectual disability and autism
18
18
Guiding principles for the mainstream teacher
19
1
Students with intellectual disability
19
2
Learning characteristics of students with intellectual disability
21
1
Specific difficulties
22
1
Language delay in children with intellectual disability
23
1
Social development of students with intellectual disability
24
1
Teaching approaches for students with intellectual disability
25
2
Sensory stimulation for students with severe and multiple disabilities
27
1
Students with autistic spectrum disorders
27
6
Characteristics of students with autism
28
1
Interventions for autism
29
2
Teaching and training approaches: general principles
31
1
Specific programmes and methods
32
1
Asperger's Syndrome
33
1
Further reading
34
2
Students with physical disabilities and sensory impairments
36
19
Students with physical disabilities
36
1
Cerebral palsy (CP)
37
2
The instructional needs of students with cerebral palsy
38
1
Spina bifida (SB)
39
1
Traumatic brain injury (TBI)
40
1
Augmentative and alternative communication
41
1
General points for the mainstream teacher
41
1
Students with impaired vision
42
4
The special educational needs of children with impaired vision
43
1
Assistive devices
44
1
Instructing students with low vision
45
1
Students with impaired hearing
46
7
Degrees of hearing loss
47
1
The impact of deafness on development
48
1
Basic academic skills
49
1
Modes of communication
50
1
Assistive technology
51
1
Cochlear implants
52
1
General strategies for the teacher
52
1
Further reading
53
2
Teaching children self-management and self-regulation
55
10
Definition of terms
55
1
Self-management in children
56
1
Self-management can be taught
57
1
Locus of control
58
1
Attribution retraining
59
1
Teaching task-approach strategies
60
2
The development of self-regulation in learning
62
1
Cognitive behaviour modification (CBM)
63
1
Further reading
64
1
The management of behaviour
65
19
Preventing behaviour problems
66
1
Classroom behaviour
66
2
Classroom rules
68
1
Classroom procedures
68
10
Identifying the problem
69
2
Changing behaviour
71
1
Behaviour modification
71
2
Strategies for reducing disruptive behaviour
73
4
Aggressive behaviour
77
1
Bullying
77
1
Cognitive approaches to self-control
78
1
Helping withdrawn or timid children
79
1
Attention-deficit hyperactivity disorder (ADHD)
80
2
Interventions for ADHD
81
1
Teaching children with ADHD
82
1
Further reading
82
2
Improving social skills and peer group acceptance
84
14
Opportunities for social interaction
85
6
Identification of children with peer relationship problems
86
1
Creating a supportive environment
87
1
Influencing attitudes
88
1
Creating opportunities
89
1
Organisation for group work
89
2
Facilitating social interaction
91
1
What are social skills?
91
3
Social skills training
92
2
Social competence
94
1
Teaching approaches
95
2
Further reading
97
1
Developing early literacy skills: principles and practices
98
19
A balanced approach to literacy teaching
98
1
Differing perspectives on reading methodology
99
10
A skills-based approach to reading
100
1
The meaning-emphasis approach
101
2
Shared-book experience
103
2
Language-experience approach
105
4
Guided reading
109
1
A focus on comprehension
110
2
Difficulties in comprehension
112
1
Improving comprehension
112
3
Writing a summary
115
1
Further reading
116
1
Planning effective intervention for literacy problems
117
17
The needs of students with learning difficulties
117
1
Planning intervention from assessment data
118
2
General principles of assessment
120
7
Assessing a non-reader
121
2
Assessment for a student above beginner level
123
1
Assessing the student who has reached a reading plateau
124
2
Additional factors to consider when students are not successful
126
1
Reading Recovery
127
1
Success for All
128
2
Literacy Hour
130
1
General principles for literacy intervention
131
1
Further reading
132
2
Strategies for overcoming or preventing reading difficulties
134
16
Pre-reading and early reading experiences
134
2
Building sight vocabulary
136
1
Phonological awareness
137
3
Auditory discrimination and rhyme
137
1
Auditory analysis (segmentation)
138
1
Phoneme blending
139
1
Phonological training: general principles
139
1
Teaching letter-sound correspondences
140
2
Simple word-building experience
142
1
Games and apparatus
143
1
Multi-sensory or multimodal approaches
144
3
Fernald VAK approach
144
1
Cloze procedure
145
1
Repeated reading and the Impress method
145
1
Pause, Prompt, Praise (PPP)
146
1
Sustained Silent Reading (SSR)
147
1
Computers, ICT and reading
147
2
Further reading
149
1
Helping students improve their writing skills
150
16
Sequential development of writing ability
150
1
Difficulties in writing
151
1
Losing confidence and motivation
152
1
Teaching approaches
153
5
Skills-based, teacher-centred approach to writing
153
1
The process approach to writing
154
1
Writing workshop
154
2
Shared writing
156
1
Guided writing
156
1
Strategy training
157
1
Intervention for individuals and groups
158
1
Paving the way to success
159
1
Paired writing
160
1
Suggestions for reluctant writers
160
4
The skeleton story
161
1
Cues and prompts
161
1
Story planner
162
1
Expanding an idea
162
1
Shuffling ideas
163
1
`You write the rest' stories
163
1
Word processors
164
1
Further reading
165
1
Developing spelling skills
166
16
Whole-language perspectives on spelling
166
3
Developmental stages in spelling acquisition
167
2
Do we spell by eye, by ear or by hand?
169
3
Visual perception: spelling by eye
169
1
Auditory perception: spelling by ear
170
1
Motor memory: spelling by hand
171
1
The relative contributions of vision, audition and hand movement
171
1
Individual differences among spellers
172
3
Teaching spelling by visual-emphasis approach
172
2
Applying phonic principles
174
1
The morphemic approach
174
1
Spelling from meaning
174
1
Spelling rules
175
1
Dictation
175
1
Should spelling lists be used?
176
1
Developing strategic spellers
177
3
Simultaneous oral spelling (SOS)
177
1
Repeated writing
178
1
Old Way: New Way method
178
1
The Directed Spelling Thinking Activity (DSTA)
179
1
Word sorts
179
1
Programming for individual students
180
1
Further reading
181
1
Developing numeracy and math problem-solving skills
182
20
Contemporary perspectives on mathematics teaching
182
1
The goals of mathematics education
183
1
Whole-class teaching and group work
184
1
Mathematics and special educational needs
185
1
What should be taught?
186
1
A diagnostic approach
187
5
Concrete to abstract
188
1
Informal diagnostic interviews
188
1
Three levels of assessment
189
3
Teaching and learning at the concrete and semi-concrete levels
192
3
Counting
193
1
Recognition of numerals
193
1
Written recording
193
1
Number facts
194
1
Speed and accuracy
194
1
Number games
195
1
Pocket calculators
195
1
Computation and algorithms
195
3
Developing problem-solving skills and strategies
198
1
How do we solve problems?
198
3
Further reading
201
1
Adapting curriculum and instruction
202
16
Differentiation
202
2
Keep it simple
204
4
Specific examples of differentiation
204
1
Starting points
205
2
Modifying curriculum content
207
1
Potential problems with modified curriculum
208
1
Adapting resources
208
2
Potential problems with modified resource materials
209
1
Adapting instruction
210
1
Difficulties in adapting teaching process
211
1
Differentiating student output
211
1
Potential problems with differentiating output
212
1
Differentiation of assessment and grading
212
2
Potential problems in differentiating assessment and grading
214
1
Accommodations for students with disabilities
214
1
Differentiation is not easy
215
2
Prerequisites for using a differentiated approach
216
1
Further reading
217
1
References
218
21
Index
239