Special Teaching in Higher Education: Successful Strategies for Access and InclusionStuart Powell Psychology Press, 2003 - 224 páginas Covering the Special Educational Needs and Disability Act (SENDA), this book addresses the learning needs of impaired and disabled students. It suggests effective responses for those designing and delivering the curriculum and discusses flexible teaching strategies. An essential purchase for any education professionals wanting to implement best practice when catering for those with particular needs - whether lecturers, course developers, course leaders or learning and teaching interest groups. |
Contenido
some lessons from abroad | 19 |
Communications and information technology | 37 |
Students with visual impairment | 77 |
access to courses in | 96 |
Issues for pedagogy 1 | 112 |
Students with dyslexia and other specific learning | 121 |
Overseas learners of English in higher education | 141 |
Students with autism and Aspergers syndrome | 159 |
Issues for pedagogy 2 | 177 |
Students with schizophrenia in higher education | 185 |
stress emotional | 197 |
Issues for pedagogy 3 | 211 |
217 | |
Otras ediciones - Ver todas
Special Teaching in Higher Education: Successful Strategies for Access and ... Stuart Powell Vista previa limitada - 2003 |
Special Teaching in Higher Education: Successful Strategies for Access and ... Stuart Powell Vista previa limitada - 2003 |
Special Teaching in Higher Education: Successful Strategies for Access and ... Stuart Powell Sin vista previa disponible - 2003 |
Términos y frases comunes
ability academic approach appropriate areas Asperger's syndrome assessment assistive technology autism autistic spectrum aware behaviour blind Braille chapter classroom communication Cottrell course curriculum deaf students delivery diagnosis Disability Discrimination Act disabled students discussion dyslexia dyslexic students effects enable English ensure exam example experience guidelines hearing hearing impairment HFA/AS higher education institutions involved issues Janice keyboard learners learning needs lecturers London means ment mental health offer opportunity partially sighted particular peers person physical disabilities practice problems professional programme range reading Rethink RNIB RNID schizophrenia screen screen-reader Selima severe mental illness SHEFC sight loss sign language social special teaching specific learning difficulties spectrum speech SPSS staff strategies stress Student-centred learning students with disabilities support tutors task teachers tion understanding United Kingdom University of Hertfordshire visually impaired students