What really works in special and inclusive education : using evidence-based teaching strategies /
Mitchell, David,
What really works in special and inclusive education : using evidence-based teaching strategies / i spine title : What really works in special and inclusive education. David Mitchell. - Second edition. - xvi, 347 pages : illustrations ; 25 cm.
Includes index.
Includes bibliographical references and index.
Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching:'Help learners to learn from each other' -- ch. 4 Strategy 2: Peer tutoring and peer influences:'Utilize peers to teach and support each other' -- ch. 5 Strategy 3: Social skills training:'Teach learners how to positively interact with others' -- ch. 6 Strategy 4: Collaborative teaching:'Become an effective team player' -- ch. 7 Strategy 5: Parent involvement and support:'Respect families' rights, skills and needs' -- ch. 8 Strategy 6: Cognitive strategy instruction:'Teach learners ways of thinking' -- ch. 9 Strategy 7: Self-regulated learning:'Help learners take control of their own learning' -- ch. 10 Strategy 8: Memory strategies:'Help learners to remember important information' -- ch. 11 Strategy 9: Review and practice:'Practice makes perfect' -- ch. 12 Strategy 10: Reciprocal teaching:'Help learners understand what they read' -- Contents note continued: ch. 13 Strategy 11: Behavioural approaches:'Control antecedents and consequences to change behaviours' -- ch. 14 Strategy 12: Functional behavioural assessment:'Change problem behaviours by changing their antecedents and consequences' -- ch. 15 Strategy 13: Cognitive behavioural therapy:'Help learners change their negative thinking' -- ch. 16 Strategy 14: Direct instruction:'Make lessons highly structured, briskly paced and successful' -- ch. 17 Strategy 15: Formative assessment and feedback:'Regularly check and inform learners of their progress' -- ch. 18 Strategy 16: Assistive technology:'Enhance learners' skills' -- ch. 19 Strategy 17: Augmentative and alternative communication:'Utilize all means to develop communication skills' -- ch. 20 Strategy 18: Phonological awareness and phonological processing:'Use a sound reading strategy' -- Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment:'Provide a physical environment that enables learning' -- ch. 22 Strategy 20: Universal design for learning:'Ensure all learners always have access to all aspects of learning' -- ch. 23 Strategy 21: Response to intervention:'Employ a gradation of evidence-based interventions to take account of the extent of individual needs' -- ch. 24 Strategy 22: Classroom climate:'Create a safe, positive and motivating classroom environment' -- ch. 25 Strategy 23: School-wide strategies:'Create a multi-tiered system to prevent or minimize problem behaviours' -- 23.1.School culture -- 23.2.School-wide positive behaviour support -- 23.3.Success for all -- ch. 26 Strategy 24: Inter-agency cooperation:'Move from fragmented to coordinated services' -- 24.1.Wraparound intervention -- 24.2.Full-service schools -- ch. 27 Strategy 25: Inclusive education:'Adapt the classroom programme to suit all learners' -- Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn:'Provide sufficient quantity and quality of time for learning'.
9780415623223 RM506.25
Special education.
Inclusive education.
Classroom management.
Teaching.
What really works in special and inclusive education : using evidence-based teaching strategies / i spine title : What really works in special and inclusive education. David Mitchell. - Second edition. - xvi, 347 pages : illustrations ; 25 cm.
Includes index.
Includes bibliographical references and index.
Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching:'Help learners to learn from each other' -- ch. 4 Strategy 2: Peer tutoring and peer influences:'Utilize peers to teach and support each other' -- ch. 5 Strategy 3: Social skills training:'Teach learners how to positively interact with others' -- ch. 6 Strategy 4: Collaborative teaching:'Become an effective team player' -- ch. 7 Strategy 5: Parent involvement and support:'Respect families' rights, skills and needs' -- ch. 8 Strategy 6: Cognitive strategy instruction:'Teach learners ways of thinking' -- ch. 9 Strategy 7: Self-regulated learning:'Help learners take control of their own learning' -- ch. 10 Strategy 8: Memory strategies:'Help learners to remember important information' -- ch. 11 Strategy 9: Review and practice:'Practice makes perfect' -- ch. 12 Strategy 10: Reciprocal teaching:'Help learners understand what they read' -- Contents note continued: ch. 13 Strategy 11: Behavioural approaches:'Control antecedents and consequences to change behaviours' -- ch. 14 Strategy 12: Functional behavioural assessment:'Change problem behaviours by changing their antecedents and consequences' -- ch. 15 Strategy 13: Cognitive behavioural therapy:'Help learners change their negative thinking' -- ch. 16 Strategy 14: Direct instruction:'Make lessons highly structured, briskly paced and successful' -- ch. 17 Strategy 15: Formative assessment and feedback:'Regularly check and inform learners of their progress' -- ch. 18 Strategy 16: Assistive technology:'Enhance learners' skills' -- ch. 19 Strategy 17: Augmentative and alternative communication:'Utilize all means to develop communication skills' -- ch. 20 Strategy 18: Phonological awareness and phonological processing:'Use a sound reading strategy' -- Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment:'Provide a physical environment that enables learning' -- ch. 22 Strategy 20: Universal design for learning:'Ensure all learners always have access to all aspects of learning' -- ch. 23 Strategy 21: Response to intervention:'Employ a gradation of evidence-based interventions to take account of the extent of individual needs' -- ch. 24 Strategy 22: Classroom climate:'Create a safe, positive and motivating classroom environment' -- ch. 25 Strategy 23: School-wide strategies:'Create a multi-tiered system to prevent or minimize problem behaviours' -- 23.1.School culture -- 23.2.School-wide positive behaviour support -- 23.3.Success for all -- ch. 26 Strategy 24: Inter-agency cooperation:'Move from fragmented to coordinated services' -- 24.1.Wraparound intervention -- 24.2.Full-service schools -- ch. 27 Strategy 25: Inclusive education:'Adapt the classroom programme to suit all learners' -- Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn:'Provide sufficient quantity and quality of time for learning'.
9780415623223 RM506.25
Special education.
Inclusive education.
Classroom management.
Teaching.