One in Five : The assessment and incidence of special educational needs / Paul Croll & Diana Moses
Material type: TextLanguage: English Publication details: London : Routledge, 2012.Description: xiv, 168 pages : ill.; 24cmISBN:- 9781138008311
- 23 371.90942542 CRO
Item type | Current library | Collection | Call number | Status | Date due | Barcode |
---|---|---|---|---|---|---|
General Books | CUTN Central Library Social Sciences | Non-fiction | 371.90942542 CRO (Browse shelf(Opens below)) | Available | 43398 |
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371.909 FOR Reform, inclusion, and teacher education : | 371.909 FRE Special educational needs, inclusion and diversity / | 371.909 SEW Introduction to special educational needs, disability & inclusion : a student's guide / | 371.90942542 CRO One in Five : | 371.91 WAL Addressing Special Educational Needs and Disability in the Curriculum: Maths/ | 371.92 COO Transition of youth and young adults / | 371.92 SIL Disorders of learning in childhood / |
1. Introduction 2. Some background issues 3. The teacher's view of special educational needs 4. Teachers' views on the aetiology of special educational needs 5. Attitudes towards integration 6. Reading achievement and teacher assessment 7. Testing and assessment in junior classrooms 8. Provision
9. Pupils and teachers in the classroom 10. Other aspects of classroom behaviour and special educational needs 11. Summary and implications.
At the time of its original publication this book was the first major survey of the nature of the difficulties that children with special educational needs experience in the classroom context of mainstream junior schools. The book is based on research involving interviews with heads and teachers, and on extensive observation of children in junior classrooms. The research is related to the report of the Warnock Committee and to problems of definition and assessment in the area of special education. The book describes the views which junior school teachers have of special educational needs and the numbers of children and types of difficulty they regard as falling into this category. It discusses the classroom behaviour and interactions of children with special needs, and some of the consequences of different teaching strategies. It also presents information on patterns of provision for special needs, assessment in the junior classroom and the teachers’ own views on integration.
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