What really works in special and inclusive education :
General Material Designation
[Book]
Other Title Information
using evidence-based teaching strategies /
First Statement of Responsibility
David Mitchell.
.PUBLICATION, DISTRIBUTION, ETC
Place of Publication, Distribution, etc.
Abingdon [England] :
Name of Publisher, Distributor, etc.
Routledge,
Date of Publication, Distribution, etc.
2008.
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
xi, 240 pages :
Other Physical Details
illustrations ;
Dimensions
24 cm
GENERAL NOTES
Text of Note
"David Mitchell is an Inclusive Education Consultant in Hamilton, New Zealand"--Preliminary page.
INTERNAL BIBLIOGRAPHIES/INDEXES NOTE
Text of Note
Includes bibliographical references and index.
CONTENTS NOTE
Text of Note
Introduction -- A learning and teaching model -- Strategy 1 : inclusive education -- Strategy 2 : cooperative group teaching -- Strategy 3 : peer tutoring -- Strategy 4 : collaborative teaching -- Strategy 5 : parent involvement -- Strategy 6 : school culture -- Strategy 7 : school-wide positive behaviour support -- Strategy 8 : indoor environmental quality -- Strategy 9 : classroom climate -- Strategy 10: social skills training -- Strategy 11 : cognitive strategy instruction -- Strategy 12 : self-regulated learning -- Strategy 13 : mnemonics and other memory strategies -- Strategy 14 : reciprocal teaching -- Strategy 15 : phonological awareness and phonological processing -- Strategy 16 : cognitive behavioural therapy -- Strategy 17 : behavioural approaches -- Strategy 18 : functional behavioural assessment -- Strategy 19 : direct instruction -- Strategy 20 : review and practice -- Strategy 21 : formative assessment and feedback -- Strategy 22 : assistive technology -- Strategy 23 : augmentative and alternative communication -- Strategy 24 : opportunities to learn.
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SUMMARY OR ABSTRACT
Text of Note
Mitchell presents special needs teachers with strategies they can implement in the classroom. He looks at recent studies in inclusive education that have the most genuine potential for improving the practises of teachers and schools, in order to help teachers produce high-quality learning and social outcomes for all.