Overview

Teachers and support teachers in secondary schools can use this book to maximize the impact and effectiveness of their work together. The author looks at a broad range of special needs and offers support strategies that work in a mainstream classroom. Informed by the latest research and updated in the light of the new revised Code of Practice, this new edition explains students' difficulties and contains advice on good classroom practice. It should help the reader to support any student with special educational needs. Teachers, teaching assistants and SENCOs should find this book particularly helpful. For specialist study, there is a list of further reading at the end of each chapter. SEN governors in schools will also find this a useful overview of the breadth of special needs for which their school could be expected to cater.

Full Product Details

Author:   Jane Lovey
Publisher:   Taylor & Francis Ltd
Imprint:   David Fulton Publishers Ltd
Edition:   2nd Revised edition
Dimensions:   Width: 17.40cm , Height: 1.10cm , Length: 24.60cm
Weight:   0.249kg
ISBN:  

9781853468322

ISBN 10:   1853468320
Pages:   160
Publication Date:   12 April 2002
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1 Introduction; Chapter 2 Supporting Roles; Chapter 3 Support and Self-esteem; Chapter 4 Supporting Students with Mild and Moderate Learning Difficulties; Chapter 5 Supporting Students with Specific Learning Difficulties; Chapter 6 Supporting and Understanding the Disruptive Student in the Classroom; Chapter 7 Supporting and Understanding the Invisible or Sad Student in the Classroom; Chapter 8 Supporting Students with Sensory and Physical Difficulties in Mainstream Classrooms; Chapter 9 Supporting Sick Children in the Classroom; Chapter 10 Effective Support and Present Education Policy;

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Author Information

Jane Lovey taught in a variety of settings over many years before becoming a researcher at the School of Education, University of Cambridge.

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