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Meeting Special Needs in Modern Foreign Languages.
All teachers are meeting more pupils with special needs in mainstream classrooms. Although there are general issues to be aware of subject specialists will always want specific guidance and examples. This series combines SEN expertise with subject knowledge to produce practical and immediate support...
| Clasificación: | Libro Electrónico |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor & Francis,
2004.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mu 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn764571675 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 111117s2004 xx o 000 0 eng d | ||
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| 020 | |a 9780203823262 | ||
| 020 | |a 0203823265 | ||
| 029 | 1 | |a DEBSZ |b 430959710 | |
| 035 | |a (OCoLC)764571675 | ||
| 050 | 4 | |a LB1578 | |
| 082 | 0 | 4 | |a 371.904465 |
| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Meeting Special Needs in Modern Foreign Languages. |
| 260 | |a Hoboken : |b Taylor & Francis, |c 2004. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 520 | |a All teachers are meeting more pupils with special needs in mainstream classrooms. Although there are general issues to be aware of subject specialists will always want specific guidance and examples. This series combines SEN expertise with subject knowledge to produce practical and immediate support. Covers:* Policy writing and how to do it* Simply explanation of SEN labels* Creating an inclusive classroom environment* Working with TA's. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Front Cover; Meeting SEN in the Curriculum: Modern Foreign Languages; Copyright Page; Contents; Acknowledgements; Contributors to the series; Contents of the CD; Introduction; 1. Meeting Special Educational Needs -- Your Responsibility; What does SEN mean?; The Code of Practice for SEN; What does the Act cover?; The SENCO; Inclusive schools; Improving access; Disapplying pupils; 2. Departmental Policy; Where to start when writing a policy; Useful headings when establishing a working policy; The content of an SEN departmental policy; General statement with reference to the school's SEN policy | |
| 505 | 8 | |a Definition of SENProvision for staff within the department; Provision for pupils with SEN; Resources and learning materials; ICT; Staff qualifications and continuing Professional Development needs; Monitoring and reviewing the policy; Summary; 3. Different types of SEN; Asperger's Syndrome; Attention Deficit Disorder (with or without hyperactivity) (ADD/ADHD); Autistic Spectrum Disorders (ASD); Behavioural, emotional and social development needs; Behavioural, emotional, social difficulty (BESD); Cerebral palsy (CP); Down's Syndrome (DS); Fragile X Syndrome | |
| 505 | 8 | |a Moderate learning difficulties (MLD)Physical disability (PD); Semantic Pragmatic Disorder; Sensory impairments; Hearing impairment(HI); Visual impairment (VI); Multi-sensory impairment; Severe learning difficulties (SLD); Profound and multiple learning difficulties (PMLD); Specific learning difficulties (SpLD); Dyslexia; Dyscalculia; Dyspraxia; Speech, language and communication difficulties (SLCD); Tourette's Syndrome (TS); 4. The Inclusive MFL Classroom; Why teach MFL to pupils with special needs?; Basic good practice; The atmosphere; Managing behaviour; Sarah:Year 7 | |
| 505 | 8 | |a The physical environmentInteractive whiteboards; Making print materials more accessible; Producing your own materials; Supporting writing; Multi-sensory language learning; 5. Teaching and Learning Styles; Learning styles; Teaching strategies; Good practice guide; Finishing off; Differentiation by resource; A checklist for evaluating materials; Matching tasks to student abilities, aptitudes and interests; Building learning routes; A range of tasks to allow choice; Analytical and creative activities; Differentiation by support; Support from adults and other pupils; Support from technology | |
| 505 | 8 | |a Differentiation by responseWhat are we working on?; Pair work; Providing learning logs; 6. Monitoring and Assessment; Why assess?; Formative assessment; Finding out what works and what doesn't; Ongoing formal assessment; P levels; Level descriptions; Ongoing informal assessment; Feedback to pupils; Pupils know what to do; Individual Action Plans; External examinations; Accommodating the needs of pupils with SEN; Summary of principles for centres; 7. Managing Support; What does an assistant do?; Helping with the care and support of individual pupils | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Language and languages |x Study and teaching. | |
| 650 | 0 | |a Students with disabilities. | |
| 650 | 0 | |a Special education. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Éducation spéciale. | |
| 650 | 7 | |a special education. |2 aat | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 650 | 7 | |a Students with disabilities |2 fast | |
| 758 | |i has work: |a Meeting Special Needs in Modern Foreign Languages (Text) |1 https://id.oclc.org/worldcat/entity/E39PD363yK7cWjBp7qC66RgYKb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781843121657 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=668719 |z Texto completo |
| 994 | |a 92 |b IZTAP | ||