`A well-written and thought-provoking book for teachers. It offers many ideas to improve inclusive practice in primary schools, to the benefit of all pupils, not only those with additional or different learning needs′ –
Special magazine
Written for newly-qualified teachers and students approaching the end of their training courses, this practical and accessible text is an introduction to working with children of a range of abilities in inclusive primary classrooms. The book draws on recent research and innovation in the education of pupils with special educational needs to provide practical examples and advice on how to meet the challenges of developing effective teaching and learning in inclusive settings.
Chapters cover:
‘ becoming an inclusive teacher
‘ pupils giving cause for concern
‘ teaching and learning styles
‘ creating inclusive classroom environments and teaching teams
‘ learning from pupils
‘ looking beyond school
‘ developing further as a professional
With advice on building positive attitudes, developing specific teaching strategies and adapting a personalising teaching approaches, the book helps teachers to build upon their earlier training in both practical and reflective ways.
Richard Rose is Professor of Special and Inclusive Education and Director of the Centre for Special Needs Education and Research at University College Northampton.
Marie Howley is senior lecturer in the Centre for Special Needs Education and Research at University College Northampton, teaching on both undergraduate and post graduate courses and in continuing professional development for teachers.
Cuprins
Special Educational Needs as a Concept.
Becoming an Inclusive Teacher
Pupils Giving Cause For Concern
Teaching and Learning Styles
Creating Inclusive Classroom Environments
Creating Inclusive Classroom Teams
Learning From Pupils
Looking Beyond School
Developing Further as a Professional
Despre autor
Richard Rose is Professor of Inclusive Education and Director of the Centre for Education and Research, University of Northampton. He has previously held teaching posts in several parts of the UK including a time as headteacher. Richard has researched and published extensively in the area of special and inclusive education both in the UK and internationally. He is Director of Project IRIS, a longitudinal study of special needs provision in the Republic of Ireland. Richard works regularly in India and has also conducted research and consultancy in several other countries including Georgia, Malaysia, Singapore, China and Estonia.
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