In its exploration of key debates related to curriculum, pedagogy and policy, 'Severe and Profound and Multiple Learning Difficulties in Schools' provokes thinking about how we reach decisions related to vulnerable learners.
In its exploration of key debates related to curriculum, pedagogy and policy, 'Severe and Profound and Multiple Learning Difficulties in Schools' provokes thinking about how we reach decisions related to vulnerable learners.
Tracy Edwards is a lecturer in Special and Inclusive Education at Leeds Beckett University, where she leads the MA Inclusive Practice in Education and PG Cert Leading SEN in International Contexts.
Inhaltsangabe
Introduction Part 1: Rethinking pedagogy, policy, and provision Chapter 1: Beyond the 'dilemma of difference' Chapter 2: Vulnerable learners in schools, SPMLD, and ethical theory Chapter 3: SPMLD, theories of learning, and debates Part 2: 'Dilemma Stories' from teachers of SPMLD learners Chapter 4: Should I be having this conversation about death? Chapter 5: How do we, as a team, develop an effective behavioural strategy for a learner with autism? Chapter 6: Is provision for Annam in my school 'good enough'? Chapter 7: Is it necessary to be creating art in an Art lesson? Chapter 8: Should pupils with PMLD be taught in age-based or needs-based provision? Part 3: Developing ethical and inclusive teachers Chapter 9: Towards a topographical pedagogy Chapter 10: Dilemma-based professional learning
Introduction Part 1: Rethinking pedagogy, policy, and provision Chapter 1: Beyond the 'dilemma of difference' Chapter 2: Vulnerable learners in schools, SPMLD, and ethical theory Chapter 3: SPMLD, theories of learning, and debates Part 2: 'Dilemma Stories' from teachers of SPMLD learners Chapter 4: Should I be having this conversation about death? Chapter 5: How do we, as a team, develop an effective behavioural strategy for a learner with autism? Chapter 6: Is provision for Annam in my school 'good enough'? Chapter 7: Is it necessary to be creating art in an Art lesson? Chapter 8: Should pupils with PMLD be taught in age-based or needs-based provision? Part 3: Developing ethical and inclusive teachers Chapter 9: Towards a topographical pedagogy Chapter 10: Dilemma-based professional learning
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