Are you looking for ways to make your classroom more inclusive to children with learning difficulties?
The practical strategies suggested in this book are supported by current research into effective teaching and learning, and the author shows you how inclusion friendly teaching could look in your classroom. The book is aimed at the teacher who wishes to respond to the diversity of learning needs of children that are placed within their mainstream classroom, without teaching each child differently. The advice given for teaching all learners aged 7 to 14 will help you ensure that you are providing so well for all your learners that only a very few will need substantially different support.
Rather than focusing on the differences between learners, the common strategies that will enhance the learning of all, based on the common concerns of classroom teachers working with pupils who have special educational needs, are identified.
Structured around the three areas of memory, motivation, and communication which are the keys to addressing inclusion friendly teaching, the book covers:
the memory-friendly classroom
the motivation-friendly classroom
the communication-friendly classroom
Ideal for all classroom teachers working with children aged 7 to 14, and with plenty of supporting material available to download from the SAGE website, which works in tandem with each chapter of the book, this toolkit will make inclusive teaching a reality.
Foundations for Inclusion
The Memory-Friendly Classroom
The Motivation-Friendly Classroom
The Communication-Friendly Classroom
Steps to Success
'A useful text, particularly for those that are new to teaching or new to SEN in school.' - Jo Winwood, Subject Leader, Special Needs and Inclusion Studies, University of Wolverhampton
This book is particularly useful in our English teaching module where students have requested for specific information about how to cater for special needs like, memory issues etc. Will be a valuable addition to our reading list.
This book is a useful tool for students wishing to work in schools, supporting children with special needs. It provides a brief background to the principles of inclusion, and whilst it is not recommended as academic literature to support essay writing, it provides practical examples of the ways in which the school environment can be adapted to maximise the opportunities for learning and development.
This is a useful resource for classroom teachers and those working within support for learning.
Memory and motivation friendly classrooms are just two areas covered in some detail, with practical ideas and easy-to-use assessment sheets, together with other activities.
This is for classroom practitioners. It is not a resource I would use with students on an initial teacher education programme, however it is a book I would highlight to them as useful for their probationary year.
Mrs Sue Fraser
School of Education, Social Work &, Dundee University