Download Commonsense Methods for Children with Special Educational by Peter Westwood PDF

By Peter Westwood

The recent variation of this crucial and profitable publication presents lecturers with a right away and entire resource of functional rules to be used in commonplace school rooms.

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Strategies for developing social skills are described in Chapter 6. While stressing the need to increase social interaction with others, students with intellectual disability (male and female) also need to be taught protective behaviours to reduce the possibility that they become the victims of sexual abuse. The lack of social judgement of some teenagers and young adults with intellectual disability causes them to be rather naïve and trusting. They may not really comprehend right from wrong in matters of physical contact and are therefore at risk.

In US only about 12 per cent of children with diagnosed autism receive their education in mainstream classes while the majority attend special schools or centres (Smith 2001). The same percentage would apply in Australasia and Britain. However, most higherfunctioning students with Asperger Syndrome attend mainstream schools, as will be described later. g. rocking, hand flapping, spinning); obsessive interests, ritualised activities, and the desire to preserve ‘sameness’ in surroundings and daily routines; lack of imaginative and creative play.

However, a process approach if used alone is usually inadequate for the beginning stages of learning important basic literacy and numeracy skills. Direct and explicit forms of instruction appear to achieve most in the early stages of learning basic academic skills (Westwood 1998, 2000). Over many decades, despite the popularity of student-centred, activity-based learning approaches, clear evidence supports the value of direct and explicit teaching, often delivered through the medium of interactive whole-class teaching (Galton et al.

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