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Book Details
Abstract
Shortlisted for Special Educational Needs Book Award 2001
In response to the growing demand for fully inclusive education, this book explores the principles that should guide teachers in meeting the educational needs of pupils with severe learning difficulties and relates these to effective classroom approaches. It examines the special needs of pupils with severe learning difficulties from the inside out, so that teachers understand the 'why' as well as the 'how' of education. It also examines issues of behaviour and punishment, offering positive and appropriate methods of dealing with classroom disruption.
Christopher Dyer returns to first principles to show that the basics of teaching and education remain constant, no matter what the difficulties of the individual pupil might be, and that these basic principles are vital to planning IEPs (Individual Education Programmes). In an educational system increasingly made up of schemes, targets and progress reports, this book is a much-needed guide to finding and stimulating the learning potential of every child.
Christopher Dyer has over thirty-six years of experience as a teacher, inspector and teacher-trainer in both mainstream and special schools. He worked in the Advisory and Inspectorate service of the pioneering London Education Authority of Newham for many years and is now a tutor for the University of Birmingham's distance learning course on special educational needs of pupils with autism.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| COVER | Cover | ||
| Teaching Pupils with Severe\rand Complex Difficulties:\rBack to First Principles | 3 | ||
| Contents | 5 | ||
| ACKNOWLEDGEMENTS\r | 8 | ||
| 1\rIntroduction | 9 | ||
| 2\rPrincipal Principles | 18 | ||
| 3\rDetective Stories | 37 | ||
| 4\rLanguage | 58 | ||
| 6\rBehaviour | 124 | ||
| 7\rEndpiece | 167 | ||
| APPENDIX\r | 172 | ||
| REFERENCES\r | 175 | ||
| SUBJECT INDEX\r | 181 | ||
| AUTHOR INDEX\r | 186 |