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TEACHING CHILDREN WITH SPECIAL NEEDS: SPECIFIC INTERVENTION PROGRAMMES AND STRATEGIES

ISBN: 9781905538362
£59.00
Product description

Introduction
This resource focuses on specific interventions which can be used for children within the four definitions of areas of need as identified in the Special Educational Needs Code of Practice (DfES, 2001). The interventions and strategies offered in this book will provide you with ideas to try with pupils and get you thinking about how best you can meet their needs with the resources you have available. Many of the chapters also provide additional ideas to try with all the pupils in the class, improving access, engagement and participation with the curriculum for all.

Summary of contents
This book focuses on specific interventions which can be used for children within the four definitions of areas of need as identified in the Special Educational Needs Code of Practice (DfES, 2001):

autism spectrum disorders (ASD); speech, language and communication needs (SLCN) and dyslexia
physical impairments
cognitive needs
social, emotional and behavioural difficulties (SEBD).
The interventions and strategies offered in this book will provide you with ideas to try with pupils and get you thinking about how best you can meet their needs with the resources you have available. Many of the chapters also provide additional ideas to try with all the pupils in the class, improving access, engagement and participation with the curriculum for all.

This book has been divided into the four areas of need in which there are a number of chapters about what are probably the most frequently used intervention programmes and strategies to support learners with those identified needs. All the interventions and strategies offered are well tested and will give you the confidence to try other ideas that may also be effective.

Chapter breakdown
Part 1: Autism spectrum disorders (ASD), speech, language and communication needs (SLCN) and dyslexia
Chapter 1: Circle of friends by Pat Haworth
Chapter 2: Cued articulation by Marion Emmerson
Chapter 3: Social stories by Stuart Norman
Chapter 4: Miscue… then what? By Ann Callander
Chapter 5: Augmentative and alternative communication by Gillian Hazell
Chapter 6: Music interaction by Julie Newman, Alex Smith and Michael Rodwell
Chapter 7: Thinking in pictures: mind mapping and thinking skills by Ann Callander
Part 2: Physical Impairments
Chapter 8: Brain Gym in primary schools by Gillian Hindshaw
Chapter 9: Kinaesthetic learners: move through the day by Alison Silby
Chapter 10: Understanding perception by Jill Jenkinson
Chapter 11: Teaching handwriting by Janice Rolnick and Jacquie Buttriss
Chapter 12: Boosting auditory learning by Alison Silby
Chapter 13: Boosting visual learning by Alison Silby
Part 3: Cognitive Needs
Chapter 14: Improving spelling skills by Ann Callander
Chapter 15: Improving memory skills by Jacquie Buttriss
Chapter 16: Developing an understanding of concept vocabulary by Ann Callander
Chapter 17: Coping with mental mathematics by Janet Rees
Chapter 18: Improving writing skills by Sue Soan
Chapter 19: Improving ICT skills by Terry Freedman
Chapter 20: Improving mathematical skills by Steve Chinn
Part 4: Social, Emotional and Behavioural Difficulties
Chapter 21: Developing social skills by Stuart Norman
Chapter 22: Developing young children’s social and emotional skills by Tina Rae
Chapter 23: Managing behaviour in the classroom by Jenny Crisp

Additional information
Products specifications
Author SUE SOAN
Pub Date 2007-10
Binding Book/Manual