Learning difficulties in primary classrooms : delivering the whole curriculum

著者

書誌事項

Learning difficulties in primary classrooms : delivering the whole curriculum

edited by Kevin Jones and Tony Charlton

Routledge, 1992

大学図書館所蔵 件 / 全11件

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

ISBN 9780415083881

内容説明

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 responsibilty 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. Jones and Charlton offer practical guidelines to help ensure that the full breadth of the curriculum is made available to children with special educational needs. They discuss the nature of learning difficulties and examine ways in which learning difficulties can be recognised during the early years of education. They also focus on key curriculum areas, discussing particular difficulties which children may experience in each area, and offering practical 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, schools and homes.
巻冊次

ISBN 9780415083898

内容説明

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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