000			04124nam a2200313 i 4500
001			001865
003			MIUC
005			20210302102823.0
008			210225s1998 enk||||| |||| 00| 0 eng d
020			_a9780749427894
040			_cMIUC _aMIUC _beng _erda
082	0	4	_223 _a371.9
100	1		_aVahid, Betty _95281
245	1	0	_a500 tips for working with children with special needs / _cBetty Vahid, Sally Harwood and Sally Brown.
246	1		_aFive hundreds tips for working with children with special needs
264		1	_aLondon ; _aNew York: _bRoutledge, _c1998.
300			_avii, 133 pages ; _c24 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction -- Ch. 1. Strategies for enhancing learning by children with special needs ; 1. Strategies for effective communication and problem-solving using good listening skills ; 2. Suggestions for teachers of mathematics ; 3. Strategies to support pupils who are school or classroom refusers ; 4. Helping pupils who have English as a second language ; 5. Facilitating the completion of examination coursework ; 6. Supporting pupils with a hearing impairment ; 7. The use of writing frames to assist pupils in non-fiction writing ; 8. Supporting refugee pupils in the classroom ; 9. Identifying pupils who are working at a significantly lower level than their peers -- 10. Identifying pupils with low self-esteem in pupils -- 11. Strategies to improve low self-esteem in pupils -- 12. Establishing successful school contact with parent and carers ; 13. Responding to physical impairment ; 14. Devising strengths and weaknesses for multi-sensory teaching strategy ; 15. Identifying strengths and weaknesses for multi-sensory ; 16. Multi-sensory teaching strategies for specific learning difficulties ; 17. Looking after your needs as a teacher of pupils with special educational needs -- Ch. 2. Improving unacceptable behaviour ; 18. Devising and evuluating a diagnostic behaviour questionnaire ; 19. Strategies to cope with rude and negative behaviour ; 20. Dealing with pupils whose emotional and behavioural difficulties lead to disaffection and isolation in the classroom ; 21. Assisting the reintegration of excluded pupils : 22. Supporting pupils who are being bullied ; 23. Helping bullies to change their behaviour ; 24. Improving the ethos of a problem class ; 25. Dealing with disruption in the classroom ; Ch. 3. Specific special needs issues ; 26. Identifying and meeting the needs of able/gifted pupils ; 27. Identifying pupils with Attention Deficit Disorder ; 28. Attention Deficit Hyperactivity Disorder (ADHD) ; 29. Autistic Spectrum Disorders ; 30. Asperger's Syndrome ; 31. Dyslexia ; 32. Supporting pupils with language impairment ; 33. Dyspraxia ; 34. Tips for improving reading ; 35. Tips for improving spelling ; 36. Paired reading ; 37. Being an effective learning support teacher in a mainstream classroom ; 38. Identifying pupils who may be experiencing physical, emotional or sexual abuse -- Ch. 4. Tips for non-specialists on helping children with special needs ; 39. Identifying a special need: what should you be doing? ; 40. Identifying a special need: should you have known? ; 41. Working effectively in the classroom with a peripatetic learning support teacher ; 42. Identifying special needs: an alphabetical compendium -- Information Section -- References -- Glossary -- Index.
520			_aThis text provides practical advice and support for people involved in working with children with Special Educational Needs (SEN). It takes a broad-based approach, aiming to combine pragmatic advice with theoretical underpinning, to provide SEN and classroom teachers with insight into support.
650		0	_95276 _aChildren with disabilities
650		0	_95275 _aSpecial education
700	1		_95282 _aBrown, Sally, _d1950 February 1- _eauthor
700	1		_95283 _aHarwood, Sally _eauthor
942			_2ddc _cBK