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ePub Access to Science: Curriculum Planning and Practical Activities for Pupils with Learning Difficulties (Access to the Curriculum) download

by Chris Stokoe,Claire Marvin

ePub Access to Science: Curriculum Planning and Practical Activities for Pupils with Learning Difficulties (Access to the Curriculum) download
Author:
Chris Stokoe,Claire Marvin
ISBN13:
978-1853469176
ISBN:
1853469173
Language:
Publisher:
David Fulton Publishers; 1 edition (June 20, 2003)
Category:
Subcategory:
Mathematics
ePub file:
1897 kb
Fb2 file:
1584 kb
Other formats:
lrf mbr lit azw
Rating:
4.7
Votes:
829

Claire Marvin, teacher of children with severe learning difficulties at Leyland School, Nuneaton, Warwickshire. Chris Stokoe, senior teacher and science curriculum manager at Leyland School, Nuneaton, Warwickshire.

Within an inclusive framework of participation and achievement for all, the core of the book provides support and ideas for the effective planning and implementation of well-differentiated science-focused activities.

The curriculum for children with severe and profound learning difficulties at Stephen Hawking School.

There exists very little sociological investigation of the curriculum in special schools, despite such an approach being seen as a key concern for the emerging sociology of special education in the early 1980s (Barton and Tomlinson, 1981; Barton and Tomlinson, 1984). The curriculum for children with severe and profound learning difficulties at Stephen Hawking School.

Chris Stokoe, senior teacher and science curriculum manager at Leyland School, Nuneaton, Warwickshire.

Chris Stokoe, senior teacher and science curriculum manager at Leyland School, Nuneaton, Warwickshire. We provide complimentary e-inspection copies of primary textbooks to instructors considering our books for course adoption.

They learn how to plan out their day to include study time and . Students learn new skills that are useful in their school life and day-to-day activities.

They learn how to plan out their day to include study time and co-curricular activities time, and will know how to make use of any free time they may have. Such a student is also less likely to procrastinate. Learn new and useful skills. Students learn skills such as teamwork, better social skills, and critical thinking. Students should be encouraged to pursue extracurricular activities as they meet and spend time with new people, hence forming new friendships. This is important as they interact with those of different or similar interests, and learn a thing or two from them.

needs in mainstream classes: An exploration of the experiences of. young pupils in primary school. difficulties with sustained attention, difficulties in organisation, difficulties in following directions, forgetfulness, as well as hyperactive symptoms including fidgeting and impulsivity.

This curriculum overview gives ideas, not instructions . It is up to the individual pupils educators to decide what is or is not appropriate and write this into the learning plans for each individual. The child/ young person must be at the centre of the educational process. 6. The curriculum promotes independence Within activities pupils may reach, hold, explore sensory items/stimuli and use switches. It is imperative the students are able to explore the physical world as independently as possible (in terms of touch from an adult).

Plan a differentiated and adapted curriculum. Adopt a whole school approach. Make use of a wide range of positive strategies.

This accessible and practical teaching resource focuses on access to the science curriculum for pupils with learning difficulties. Within an inclusive framework of participation and achievement for all, the core of the book provides support and ideas for the effective planning and implementation of well-differentiated science-focused activities.

The book offers activities that are designed to motivate and challenge pupils with diverse individual needs; guidance on differentiation in early years and across all key stages; suggestions for teaching early developmental skills through sensory science; defined learning outcomes that demonstrate progression in curriculum content and experience; assessment and recording opportunities; and guidance on how to incorporate science in a cross-curricular way.

Written by authors who have direct experience in the field, this book will provide practical help to all those working with pupils with learning difficulties in early years settings and in mainstream and special schools.