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Tables of Contents for Pupils With Learning Difficulties in Mainstream Schools
Chapter/Section Title
Page #
Page Count
Acknowledgements
v
Foreword
vii
PART I Rationale and Framework for Teaching and Learning
1
26
Introduction
2
10
Setting the scene
2
1
Labels and categories: help or hindrance?
3
7
Conclusion
10
2
The responsive curriculum
12
15
Introduction
12
1
A responsive curriculum
12
5
A framework for intervention
17
1
Strengths and needs
17
2
Setting learning priorities
19
3
Teaching methods and strategies
22
1
Keeping track of progress
23
2
Evaluating interventions
25
1
Conclusion
26
1
PART II Classroom Practice
27
46
Identifying learning needs
28
6
Identification and assessment of needs
28
1
Pupil involvement
29
2
Whose needs?
31
1
Prevention of learning difficulties
32
1
Conclusion
33
1
Learning styles and learning how to learn
34
12
Learning styles
34
2
Learning how to learn
36
2
Motivation
38
2
Memory strategies
40
2
Cognitive mapping
42
1
Problem-solving
43
1
Conclusions
44
2
Teaching approaches
46
10
The role of the teacher
46
1
Open-ended learning
47
2
Levels of Learning
49
1
Teaching thinking
50
2
The teacher as mediator
52
1
Relationships between teachers and learners
53
1
conclusions
54
2
Organisation for learning
56
12
Physical environment
56
2
Pupil groupings
58
3
Learning support assistants
61
3
Working with other people
64
2
Conclusions
66
2
Communications
68
5
Information and communication technology
68
1
Communications between staff
69
2
Conclusions
71
2
References
73
4
Further reading
77
1
Appendix useful addresses
78
1
Organisations
78
1
Computer centres
78
3
Index
81