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| Introduction | |
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| Special educational needs and learning difficulties | |
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| Delineating special educational needs | |
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| How many students have special educational needs? | |
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| Children with learning difficulties | |
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| Identification of specific learning disability | |
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| Teaching children with general and specific learning difficulties | |
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| Online resources | |
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| Further reading | |
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| Students with intellectual disability and autism | |
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| Intellectual disability | |
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| Identification of intellectual disability | |
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| Learning characteristics of students with intellectual disability | |
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| Specific areas of difficulty | |
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| Teaching approaches for students with intellectual disability | |
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| Preparation for work | |
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| Approaches for individuals with severe and complex disabilities | |
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| Students with autism spectrum disorders | |
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| Characteristics of students with autism | |
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| Diagnosis of autism | |
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| Interventions for autism | |
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| Teaching and training approaches: general principles | |
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| Specific programmes and methods | |
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| Asperger syndrome | |
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| Teaching children with Asperger syndrome | |
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| Online resources | |
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| Further reading | |
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| Students with physical disabilities | |
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| The impact of physical disability on learning and development | |
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| Cerebral palsy | |
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| Instructional needs of students with cerebral palsy | |
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| Spina bifida | |
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| Traumatic brain injury | |
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| Augmentative and alternative communication | |
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| General points for mainstream teachers | |
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| Online resources | |
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| Further reading | |
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| Students with sensory impairments | |
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| Vision impairment | |
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| Special educational needs of children with impaired vision | |
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| Accessing the curriculum and the environment | |
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| Teaching students with impaired vision | |
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| Hearing impairment | |
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| Types and degrees of hearing loss | |
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| Impact of deafness on learning and development | |
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| Basic academic skills | |
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| Modes of communication | |
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| Assistive technology | |
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| Teaching students with impaired hearing | |
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| Online resources | |
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| Further reading | |
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| Gifted and talented students | |
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| Defining giftedness and talent | |
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| Creativity | |
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| Identifying gifted, talented and creative students | |
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| Underachievement | |
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| Meeting the needs of gifted and talented students | |
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| Specific programmes and models | |
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| Online resources | |
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| Further reading | |
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| Self-management and self-regulation | |
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| Definition of terms | |
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| Self-management in children | |
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| Teaching self-management | |
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| Locus of control | |
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| Attribution retraining | |
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| Teaching cognitive strategies | |
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| Maintenance and generalization | |
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| Metacognition | |
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| Cognitive behaviour modification | |
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| Online resources | |
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| Further reading | |
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| Managing classroom behaviour | |
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| Preventing behaviour problems | |
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| Positive Behaviour Support | |
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| Classroom behaviour | |
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| Identifying the problem | |
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| Behaviour modification | |
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| Strategies for reducing disruptive behaviour | |
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| Aggressive behaviour | |
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| Bullying | |
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| Cognitive approaches for self-control | |
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| Social stories | |
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| Attention-deficit hyperactivity disorder | |
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| Online resources | |
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| Further reading | |
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| Social skills and peer group acceptance | |
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| Opportunities for social interaction | |
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| Creating a supportive environment | |
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| Facilitating social interaction | |
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| Importance of group work | |
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| Social skills training | |
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| Is social skills training effective? | |
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| Online resources | |
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| Further reading | |
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| Reading and reading difficulties | |
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| A sound start | |
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| The simple view of reading | |
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| The role of phonemic awareness | |
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| Teaching letter-to-sound correspondences | |
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| Simple word-building experiences | |
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| Selecting early text materials | |
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| Moving beyond simple phonics | |
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| Building sight vocabulary | |
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| Comprehension | |
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| Teaching approaches | |
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| Online resources | |
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| Further reading | |
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| Intervention for reading difficulties | |
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| General principles for reading intervention | |
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| Using tutors | |
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| Specific programmes for intervention | |
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| Other intervention and support initiatives | |
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| Supplementary tutoring strategies and activities | |
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| 1CT and reading | |
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| Online resources | |
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| Further reading | |
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| Difficulties with writing | |
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| Areas of difficulty | |
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| Losing confidence and motivation | |
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| Teaching approaches | |
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| Intervention for individuals and groups | |
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| Paving the way to success | |
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| Paired writing | |
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| Suggestions for reluctant writers | |
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| Word processors | |
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| Online resources | |
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| Further reading | |
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| Difficulties with spelling | |
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| Process approach to spelling | |
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| Skills-based approach to spelling | |
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| Developmental stages in spelling acquisition | |
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| Spelling by eye, ear, handandbrain | |
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| Teaching spelling | |
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| Spelling rules | |
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| Dictation | |
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| Spelling lists | |
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| Developing strategic spellers | |
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| Remedial strategies | |
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| Programming for individual students | |
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| Online resources | |
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| Further reading | |
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| Difficulties with basic mathematics | |
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| Contemporary perspectives on mathematics teaching | |
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| Whole-class teaching and group work | |
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| Learning difficulties in mathematics | |
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| Assisting students who struggle in mathematics | |
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| What should be taught? | |
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| A diagnostic approach | |
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| Teaching and learning at the concrete and semi-concrete levels | |
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| Teaching computational skills | |
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| Calculators | |
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| Developing problem-solving skills and strategies | |
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| Students with specific talents in mathematics | |
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| Online resources | |
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| Further reading | |
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| Differentiating curriculum and instruction | |
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| Keep it simple | |
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| Basic principles for differentiation | |
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| Examples of differentiation | |
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| Starting points | |
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| Accommodations for students with disabilities | |
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| Universal Design for Learning | |
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| Online resources | |
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| Further reading | |
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| Teaching methods for general and specific purposes | |
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| Teacher-directed approaches | |
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| Student-centred approaches | |
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| Situated learning | |
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| E-learning | |
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| Online resources | |
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| Further reading | |
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| References | |
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| Index | |