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Understanding students with addition...

Griffin, Patrick.

Understanding students with additional needs as learners

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding students with additional needs as learnersedited by Patrick Griffin, Kerry Woods.
other author:	Griffin, Patrick.
Published:	Cham :Springer International Publishing :2020.
Description:	xv, 231 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Students with disabilitiesEducation.
Online resource:	https://doi.org/10.1007/978-3-030-56596-1
ISBN:	9783030565961$q(electronic bk.)

Understanding students with additional needs as learners
Understanding students with additional needs as learners[electronic resource] /edited by Patrick Griffin, Kerry Woods. - Cham :Springer International Publishing :2020. - xv, 231 p. :ill., digital ;24 cm.

1. From little things: Introduction and background to the study; Patrick Griffin -- 2. Developing the SWANs constructs of communication, literacy, numeracy, digital literacy, thinking and learning skills, movement, and social and emotional understanding; Patrick Griffin -- 3. The SWANS research: A partnership between school leaders, teachers, researchers and the education system; Kerry Woods -- 4. Designing curriculum for all students; Karen Underwood and Kerry Woods -- 5. Observing problem-solving skills in students with additional needs; Toshiko Kamei -- 6. Making judgements about literacy skills for students with additional needs; Kerry Woods and Patrick Griffin -- 7. Mapping social learning for students with additional needs; Bernadette Coles-Janess and Patrick Griffin) -- 8. Assessing and teaching thinking skills for students with additional needs; Toshiko Kamei) -- 9. Developing a progression of early numeracy skills to guide instructional planning for students with additional needs; Jane Strickland and Masa Pavlovic -- 10. Tailoring digital literacy learning for students with additional needs; Emily White and Shiralee Poed -- 11. Motor learning for students with movement difficulties; Lindsey Gale) -- 12. Differing Progressions of Cognitive Skill Development for Students with Additional: Learning Needs and Autism Spectrum Disorder; Eileen Roberts and Patrick Griffin -- 13. Assessing understanding of emotion for students with additional needs; Eileen Roberts and Patrick Griffin -- 14. Using an integrated system of assessment, curriculum, and pedagogical advice for instructional planning; Kerry Woods and Karen Underwood -- Appendix A: Accessing the SWANS instruments and interpretive reports online (ARCOTS)

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes. The purpose of this research is to describe the development of growth progressions in communication and literacy, interpersonal skills and understanding of emotions, learning skills, numeracy, movement, digital literacy, thinking and problem-solving skills among students with additional needs in the classroom, known as SWANS (Students with Additional Needs) The research has grown over a decade or more and this volume brings all that research together under a single cover in a way that has not been done before. It shows how work conducted at the same system and school level that led to the design of curriculum support for SWANS, drawing on the research to establish expected learning progressions, was linked to a mainstream curriculum. It also illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of material for curriculum writers, student teachers, researchers, and special education teachers and administrators.

ISBN: 9783030565961$q(electronic bk.)

Standard No.: 10.1007/978-3-030-56596-1doiSubjects--Topical Terms:

881383
Students with disabilities
--Education.

LC Class. No.: LC4015 / .U53 2020

Dewey Class. No.: 371.9

Understanding students with additional needs as learners
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245 0 0 $a Understanding students with additional needs as learners $h [electronic resource] / $c edited by Patrick Griffin, Kerry Woods.
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505 0 $a 1. From little things: Introduction and background to the study; Patrick Griffin -- 2. Developing the SWANs constructs of communication, literacy, numeracy, digital literacy, thinking and learning skills, movement, and social and emotional understanding; Patrick Griffin -- 3. The SWANS research: A partnership between school leaders, teachers, researchers and the education system; Kerry Woods -- 4. Designing curriculum for all students; Karen Underwood and Kerry Woods -- 5. Observing problem-solving skills in students with additional needs; Toshiko Kamei -- 6. Making judgements about literacy skills for students with additional needs; Kerry Woods and Patrick Griffin -- 7. Mapping social learning for students with additional needs; Bernadette Coles-Janess and Patrick Griffin) -- 8. Assessing and teaching thinking skills for students with additional needs; Toshiko Kamei) -- 9. Developing a progression of early numeracy skills to guide instructional planning for students with additional needs; Jane Strickland and Masa Pavlovic -- 10. Tailoring digital literacy learning for students with additional needs; Emily White and Shiralee Poed -- 11. Motor learning for students with movement difficulties; Lindsey Gale) -- 12. Differing Progressions of Cognitive Skill Development for Students with Additional: Learning Needs and Autism Spectrum Disorder; Eileen Roberts and Patrick Griffin -- 13. Assessing understanding of emotion for students with additional needs; Eileen Roberts and Patrick Griffin -- 14. Using an integrated system of assessment, curriculum, and pedagogical advice for instructional planning; Kerry Woods and Karen Underwood -- Appendix A: Accessing the SWANS instruments and interpretive reports online (ARCOTS)
520 $a This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes. The purpose of this research is to describe the development of growth progressions in communication and literacy, interpersonal skills and understanding of emotions, learning skills, numeracy, movement, digital literacy, thinking and problem-solving skills among students with additional needs in the classroom, known as SWANS (Students with Additional Needs) The research has grown over a decade or more and this volume brings all that research together under a single cover in a way that has not been done before. It shows how work conducted at the same system and school level that led to the design of curriculum support for SWANS, drawing on the research to establish expected learning progressions, was linked to a mainstream curriculum. It also illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of material for curriculum writers, student teachers, researchers, and special education teachers and administrators.
650 0 $a Students with disabilities $x Education. $3 881383
650 0 $a Special education. $3 295632
650 1 4 $a Assessment, Testing and Evaluation. $3 274753
650 2 4 $a Learning & Instruction. $3 274699
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Curriculum Studies. $3 274574
700 1 $a Griffin, Patrick. $3 558179
700 1 $a Woods, Kerry. $3 881382
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-030-56596-1
950 $a Education (SpringerNature-41171)