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Author: Joan Dean
Publisher: Routledge
ISBN: 1136770569
Category : Education
Languages : en
Pages : 96
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Book Description
Personalized learning involves helping each child to reach his or her full potential - intellectually, personally and socially. To achieve this, teachers need to match learning opportunities to the learning styles and experiences of the children, taking into account individual differences in culture, language, background, ability and interests.For
Author: Joan Dean
Publisher: Routledge
ISBN: 1136770569
Category : Education
Languages : en
Pages : 96
Get Book Here
Book Description
Personalized learning involves helping each child to reach his or her full potential - intellectually, personally and socially. To achieve this, teachers need to match learning opportunities to the learning styles and experiences of the children, taking into account individual differences in culture, language, background, ability and interests.For
Author: Faye Ong
Publisher: Hippocrene Books
ISBN:
Category : Children with disabilities
Languages : en
Pages : 100
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Book Description
Author: Susan Rebecka Sandall
Publisher: Brookes Publishing Company
ISBN: 9781681253411
Category : Education
Languages : en
Pages : 0
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Book Description
The third edition of Building Blocks provides readers with a framework for successful and meaningful inclusion of preschoolers with special needs. Like the first two editions, the third edition offers teachers effective, research-based instructional practices to promote learning in inclusive classrooms. The authors have updated existing content and added new content to reflect current thinking in the field.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Jennifer Grisham
Publisher: Brookes Publishing Company
ISBN: 9781598576689
Category : Education
Languages : en
Pages : 0
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Book Description
This updated version of the popular textbook bridges the gap between special and general education by integrating knowledge about effective practices for teaching young children 2 to 5 with and without disabilities in center-based settings into one comprehensive approach.
Author: Philippa H. Campbell
Publisher: Brookes Publishing Company
ISBN: 9781598572483
Category : Education
Languages : en
Pages : 0
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Book Description
Adapted from the extremely popular preschool version, this practical, step-by-step guide increases engagement and success for children 18-36 months by adapting environments, activities, and routine in homes and early childhood centers or programs
Author: Tony Ewens
Publisher: Critical Publishing
ISBN: 1912096145
Category : Education
Languages : en
Pages : 270
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Book Description
This essential text helps student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Teachers’ Standards. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings. This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers.
Author: Sue Briggs
Publisher: Routledge
ISBN: 1317482204
Category : Education
Languages : en
Pages : 253
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Book Description
There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of Meeting Special Educational Needs in Primary Classrooms is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children face. This is a practical book full of guidance for teachers and teaching assistants who support children with SEND in mainstream primary classrooms. Now fully updated to include the requirements of the 2014 Children and Families Act and SEND Code of Practice, this book: contains photocopiable resources and templates promotes successful communication between teachers, parents and students covers all aspects of teaching children with SEND, including planning, teaching and learning. With practical guidance on how to make the curriculum more accessible for children with SEND, this book will help teachers and TAs work together to support pupils with Special Educational Needs and Disabilities more effectively.
Author: Malini Mistry
Publisher: Routledge
ISBN: 0429558449
Category : Education
Languages : en
Pages : 199
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Book Description
Drawing on the latest research into how young children learn, this book considers how early years practitioners can best meet the needs of children with English as an Additional Language. It examines the factors that influence children’s learning including parents and the family, the environment, health and well-being, curriculum, play and relationships and aims to challenge misconceptions, assumptions and stereotypes. Featuring case studies and reflective questions, the chapters explore a range of important topics including: Language learning for children with EAL The historical concept and modern reconceptualisation of EAL How to develop and use Culturally Appropriate Pedagogy Regulation and performativity and their implications for children with EAL Leading learning for children with EAL Meeting the Needs of Young Children with English as an Additional Language is essential reading for students and practitioners wanting to promote an inclusive culture where different languages, cultures and religions are accepted and celebrated.
Author: Ben Saul
Publisher: OUP Oxford
ISBN: 0191663336
Category : Law
Languages : en
Pages : 1360
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Book Description
Economic, social and cultural rights are finally coming of age. This book brings together all essential documents, materials, and case law relating to the International Covenant on Economic, Social and Cultural Rights (ICESCR) - one of the most important human rights instruments in international law - and its Optional Protocol. This book presents extracts from primary materials alongside critical commentary and analysis, placing the documents in their wider context and situating economic, social, and cultural rights within the broader human rights framework. There is increasing interest internationally, regionally, and in domestic legal systems in the protection of economic, social, and cultural rights. The Optional Protocol of 2008 allows for individual communications to be made to the UN Committee on Economic, Social and Cultural Rights after its entry into force in 2013. At the regional level, socio-economic rights are well embedded in human rights systems in Europe, Africa and the Americas. At the national level, constitutions and courts have increasingly regarded socio-economic rights as justiciable, narrowing the traditional divide with civil and political rights. This book contextualises these developments in the context of the ICESCR. It provides detailed analysis of the ICESCR structured around its articles, drawing on national as well as international case law and materials, and containing all of the key primary materials in its extensive appendices. This book is indispensible for the judiciary, human rights practitioners, government legal advisers and agencies, national human rights institutions, international organisations, regional human rights bodies, NGOs and human rights activists, academics, and students alike.
