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101 Essential Lists for SENCOs.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Publishing,
2006.
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| Colección: | 101 Essential Lists.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; CONTENTS; CHAPTER 1: The Role of the SENCO; 1 The job description; 2 The multi-talented SENCO; 3 Other talents required; 4 A prayer; CHAPTER 2: Getting Organized; 5 Are you a good time manager?; 6 Time-management tips; 7 Chairing meetings; 8 Writing reports; 9 Timetables; 10 Effective planning, monitoring and evaluation; 11 Getting on top of administration; 12 Good communication; 13 Forging home-school links; 14 Effective provision for pupils; 15 Continuing professional development; 16 Diary for the start of the school year; 17 Diary for the end of the school year.
- 18 Other tasks for the diary19 Ten commandments for stress reduction; CHAPTER 3: Classroom Management; 20 Organizing the environment; 21 Lessons; 22 Behaviour management; 23 Rewards and sanctions; 24 Managing individuals; CHAPTER 4: Individual Special Needs; 25 Attention deficit hyperactivity disorder: general indicators; 26 ADHD: stimulant medication; 27 Autistic spectrum disorders; 28 ASD: general characteristics; 29 ASD: including and supporting pupils; 30 ASD: special interests, communication and social skills; 31 ASD: breaktimes and lunchtimes.
- 32 Developmental dyspraxia: general indicators33 Developmental dyspraxia: including and supporting pupils; 34 Developmental dyspraxia: other ways to help; 35 Dyslexia: general indicators; 36 Dyslexia: identification and provision; 37 Checklist for a dyslexia-friendly school; 38 Dyslexia: including and supporting pupils; 39 Dyslexia: presenting written work; 40 Dyslexia: spelling; 41 Dyslexia: building self-esteem; 42 Hearing impairment: general indicators; 43 Hearing impairment: including and supporting pupils; 44 Visual impairment: general indicators.
- 45 Visual impairment: including and supporting pupils46 Visual impairment: in the classroom; 47 Speech and language difficulties: general indicators; 48 Speech and language difficulties: a checklist; 49 Speech and language difficulties: supporting pupils; CHAPTER 5: Observation and Assessment; 50 Why we need assessment; 51 Types of assessment; 52 Formative assessment; 53 Observation; 54 P scales; 55 Information gathering and assessment; 56 Assessing literacy skills; 57 Assessing numeracy skills; 58 Evaluating speech, language and communication; 59 Observing behaviour; 60 Checking motor skills.
- 61 Wechsler Intelligence Scale for ChildrenCHAPTER 6: Legislation and Government Initiatives; 62 SEN Code of Practice; 63 School Action; 64 Statutory assessment and statements; 65 Individual education plans; 66 Provision maps; 67 Types of provision mapping; 68 Drawing up your provision map; 69 Disability Discrimination Act; 70 Every Child Matters; 71 Making Every Child Matters work; 72 Ofsted and SEN; 73 When the inspectors arrive ... ; 74 What the inspectors want to see; 75 Judging effective leadership; 76 SEN tribunals; CHAPTER 7: Special Interventions; 77 The three Waves.