ability grouping for part of the school timetable or for a particular activity.
focus on memorisiing the learning materials, not understand them.
understanding the underlying meaning of learnintg materials.
studied the distinction between visual and verbal learners. There is a visualizer and verbalizer dimension and it has 3 facets: cognitive spatial ability, cognitive style (visualizer/verbalizer) and learning preferences (verbal learner/visual learner)
integration of all learnersm including those with severe disabilities, into mainstream classes.
Code of Practice
Emphasises that children with special educational needs, including those with statements should:
be educated alongside other children in mainstream schools
Have full access to a broad and balanced education including the national cirriculum.
4 different word identification strategies
1. by analogie, 2. seeking the part of the word that you know.
3. attempting different vowel pronunciations. 4. peeling off prefixes and suffixes in a multisyllabic word.
Steps of the SMART approach:
Separating the problem of ADHD from the child
Mapping the influence of ADHD on the child and family
Attending to the exceptions to the adhd story
Reclaiming special abilities of children diagnosed with adhd
Telling and celebrating the new story
National literacy strategy (NLS)
damage to the brain before or during birth or during infancy. Difficulties moving/coordinating the body. Characterized by spasticity. Secondary disabilities: