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Effective strategies for teachers - ERICKSON GUIDES
Product: Book
Trim size in cm: 20x27cm
Pages: 408, in colour
ISBN: 9788859013044
Publication date: 01/03/2017
Suitable for: Primary 1st level (ages 6-7), Primary 2nd level (ages 8-10), Lower secondary 1st level (ages 10-11), Lower secondary 2nd level (ages 12-13), Upper secondary 1st level (ages 14-16), Upper secondary 2nd level (ages 17-19)
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From the leading experts in the sector, thanks to its technical and practical layout, Dysorthography, dysgraphia and other writing difficulties at school not only presents the characteristics of dysorthography, dysgraphia and other writing difficulties and their repercussions at school but also strategies for compensating for deficits and didactic and psychoeducational intervention tools.
The book is divided into 4 sections, which guide the reader in the different phases which characterise their work with pupils:
– KNOWING, OBSERVING AND EVALUATING: a clear and thorough definition is given on dyscalculia and difficulties in mathematics, and tools for their observation and classification are provided.
– PROGRAMMING AND TAKING ACTION: concrete strategies and interventions are given for effectively tackling particular didactic and educational needs.
-THINKING AND UNDERSTANDING: the emotional and relational implications the disorders carry are analysed.
– JOINING FORCES AND SHARING: strategies for building a synergic intervention network centred on the well-being of the child are given.
YOU CAN ALSO FIND THE FOLLOWING IN EACH CHAPTER:
– a sequential time line illustrating which phase the suggestions given in the chapter belong to
– a conceptual map which predicts and organises content
– a number of case examples
– in-depth analysis of scientific research
– interviews «A few questions for the expert…»
– advice for classroom teaching
– a summary of the contents presented in the chapter
Introduction
SECTION I – KNOWING, OBSERVING AND EVALUATING
Developing writing
Writing disorders
Risk factors
Assessing writing
SECTION II – PROGRAMMING AND TAKING ACTION
Interventions for writing difficulties
Prevention of writing difficulties
SECTION III – THINKING AND UNDERSTANDING
Writing and sensory disabilities
The eco perspective of writing at school
SECTION IV – JOINING FORCES AND SHARING
The role of the family and of peer groups
Legislative and institutional support
EACH GUIDE OFFERS A PROGRAMME IN 4 STAGES
KNOWING, OBSERVING, EVALUATING
Clear and exhaustive definition of the disorder, diagnostic criteria, integration of children in class, the evaluation process
PLANNING AND PUTTING INTO ACTION
Strategies and practical interventions to be enacted at school to deal effectively with teaching and educational special needs
REFLECTING ON AND UNDERSTANDING
Consequences in the spheres of emotions, relationships, self-esteem and self-perception
JOINING FORCES AND SHARING
Strategies to act synergically and involve school and family to improve the childs wellbeing
IN EACH CHAPTER YOU CAN FIND...
a conceptual map that illustrates the main contents and how they are related
presentation of case examples, through short descriptions, portraying children in their daily typical situations
questions and key points alongside each paragraph to tell the reader what it is talked about
interviews with experts on the most debated and current aspects of the disturbs
in-depths explanations of meaningful concepts and terms
final summary box of the main contents dealt with in the chapter
