Special needs in ordinary classrooms
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Special needs in ordinary classrooms supporting teachers by Gerda Hanko

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Published by Basil Blackwell in Oxford .
Written in English


  • Problem children -- Education.,
  • Child psychotherapy.

Book details:

Edition Notes

StatementGerda Hanko.
SeriesBlackwellstudies in personal and social education and pastoral care
LC ClassificationsLC4801
The Physical Object
Number of Pages166
ID Numbers
Open LibraryOL22821625M
ISBN 100631178449, 0631178465

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Special Needs in Ordinary Classrooms: From Staff Support to Staff Development, 1st Edition (Hardback) - Routledge First published in This book responds to the multiplying demands for support and training for teachers of integrated classes in mainstream schools. It discusses the role of special needs consultant and support staff, whether on the school's staff or external. The chapter examines the preliminaries necessary for establishing staff support groups and the skills required for their : Gerda Hanko. Special Needs in Ordinary Classrooms by Gerda Hanko OverDrive (Rakuten OverDrive): eBooks, audiobooks and videos for libraries First published in This book responds to the multiplying demands for support and training for teachers of integrated classes . Special Needs in Ordinary Classrooms. Clunies-Ross, Louise. Special Education: Forward Trends, v11 n2 p Jun An educator focuses on approaches to easing the integration of handicapped children into British ordinary by: 2.

■ Special Needs in the Classroom has been written to provide a source of ideas for teacher educators who wish to improve teachers’ skills in dealing with pupil diversity in mainstream Size: KB. The arguments of teachers believing that students with special needs should attend a special class inside the mainstream school are based on the supposed benefits of a special classroom. However, W ade and Moore () point that students attending special classes are isolated from their peers, something that was also revealed in Study 2, which. Teaching Special-Needs Students in the Regular Classroom--One Perspective. As a classroom teacher, I have worked with a large number of identified special-needs students. That has been difficult at times and, at other times, quite joyful. common responsibility for all pupils in a classroom. The purpose of the study was to determine the number of children with special educational needs in the regular primary schools in order to enable the Ministry of Education to implement its stated policy of promoting the integration of children with special needs into the regular school system File Size: KB.

When we recognize that they have different needs—for example, they may need to hear the information in addition to reading it—we can begin to focus on delivery as well as content. The following techniques are drawn from the article entitled "Special Needs Students" by Ellen S. Fishman found in The Ultimate Jewish Teacher’s Handbook (A.R.E. Special Needs in Ordinary Classrooms F o r example, a pupil may require a special means of gaining access to areas of the curriculum or may have need of a specifically designed curriculum. For some, it may be necessary t o provide a special room or unit in which specialist teaching o r physiotherapy can be carried o u t ; alternatively, support and help may be required, and . Special educational needs (SEN) In the English system, some 18 per cent of students are regarded as having ‘special educational needs’, though only a small proportion of these will be placed in special schools or other special settings. It is not necessary for students to be allocated to any disability category in order to be regarded as having special educational needs. Exceptional children can often be in a special education classroom for up to five years, so it’s critical that their classroom feels like home. Students work best in a warm and welcoming environment — an environment that will make them feel safe and secure. Our special needs classrooms provide just that.