'This is a good handbook in that it offers resources in ideas, assessment inventory forms, diagrams (which can be used for teaching and staff development), sample lesson plans and further reading. It is clearly set out...a potentially very useful resource and it should be a valuable addition to the bookshelves of educationists involved in multilingual schools.' British Journal of Special Education
Ever since its publication in 1995, this book has offered a means for teachers to consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. This new second edition has been revised and updated in the light of the new government legislation and guidance, most significantly the revised Code of Practice for Special Educational Needs.It continues to look at ways of asking questions about the pupil, of collecting evidence of both learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools, which should help to establish clear systems of identification of those bilingual pupils who may have special learning needs and to distinguish these from the need for language support.
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Offering ways for teachers to consider why some bilingual pupils are not making progress or are academically underachieving, this book looks at ways of asking questions of the pupil and collecting evidence of learning and development.
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Chapter 1 Introduction; Chapter 2 Bilingual Pupils; Chapter 3 The Identification and Assessment of Bilingual Pupils Causing Concern; Chapter 4 Asking Questions; Chapter 5 Collecting the Evidence; Chapter 6 Planning Support; Chapter 7 School Systems; Chapter 8 Conclusions;
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Produktdetaljer
ISBN
9781853467998
Publisert
2001-10-19
Utgave
2. utgave
Utgiver
Vendor
David Fulton Publishers Ltd
Vekt
317 gr
Høyde
297 mm
Bredde
210 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
96