Description
One in Five (RLE Edu M)
The Assessment and Incidence of Special Educational Needs
Routledge Library Editions: Education Series
Authors: Croll Paul, Moses Diana
Language: EnglishSubject for One in Five (RLE Edu M):
Keywords
special; education; poor; readers; ordinary; school; behaviour; problems; warnock; report; RLE; Special Educational; Pupil Pupil Interaction; School Psychological Service; Specific Reading Difficulties; Ordinary Schools; Warnock Report; Poor Readers; Junior Classroom; Child's Test Score; Control Pupils; Curriculum Tasks; Maladjusted Pupils; Remedial Teachers; Learning Difficulties; Behaviour Problems; Lea Policy; ESN; Slow Learners; Reading Test; Word Recognition Tests; West Indian Children; Approved Activities; Education Authority; Remedial Provision
209.69 €
In Print (Delivery period: 14 days).
Add to cart the print on demand of Croll Paul, Moses DianaPublication date: 12-2011
Support: Print on demand
88.32 €
In Print (Delivery period: 14 days).
Add to cart the print on demand of Croll Paul, Moses DianaPublication date: 07-2014
Support: Print on demand
Description
/li>Contents
/li>Readership
/li>Biography
/li>
At the time of its original publication this book was the first major survey of the nature of the difficulties that children with special educational needs experience in the classroom context of mainstream junior schools. The book is based on research involving interviews with heads and teachers, and on extensive observation of children in junior classrooms. The research is related to the report of the Warnock Committee and to problems of definition and assessment in the area of special education. The book describes the views which junior school teachers have of special educational needs and the numbers of children and types of difficulty they regard as falling into this category. It discusses the classroom behaviour and interactions of children with special needs, and some of the consequences of different teaching strategies. It also presents information on patterns of provision for special needs, assessment in the junior classroom and the teachers? own views on integration.
Foreword. Acknowledgements. 1. Introduction. 2. Some Background Issues. 3. The Teachers’ View of Special Educational Needs in the Junior Classroom. 4. Teachers’ views on the aetiology of special educational needs. 5. Attitudes Towards Integration. 6. Reading Achievement and Teacher Assessment. 7. Testing and Assessment in Junior Classrooms. 8. Provision. 9. Pupils and Teachers in the Classroom. 10. Other Aspects of Classroom Behaviour and Special Educational Needs. 11. Summary and Implications. Appendix: Research design, sampling and analysis. Bibliography. Index.