000 03910cam a2200469 i 4500
005 20211104180143.0
008 040114s20032003nz ak bf 000 0 eng d
011 _aBIB MATCHES WORLDCAT
020 _a1869680596
_qpbk.
020 _a9781869680596
_qpbk.
035 _a(ATU)b13411597
035 _a(OCoLC)156653811
037 _aBook number 352
_bUser Friendly Resources
040 _aNz
_beng
_erda
_cNZ1
_dOCLCG
_dATU
082 0 4 _a371.9076
_222
100 1 _aBlackman, Paul
_q(Paul Anthony James)
_eauthor.
_9507552
245 1 4 _aThe teacher aide workbook :
_bmore strategies and skills for teacher aides /
_cPaul Blackman and Jocelyn Buxton.
264 1 _aChristchurch:
_bUser Friendly Resources,
_c2003.
264 4 _c©2003
300 _a64 pages :
_billustrations, forms ;
_c30 cm.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
490 1 _aUser Friendly Resources ;
_vBook no. 352
504 _aIncludes bibliographical references.
505 0 _aSection 1. Being professional -- Section 2. Understanding inclusion -- Section 3. Providing classroom support -- Section 4. Catering to the individual -- --
505 0 0 _tIntroduction --
_tA note to teachers -- --
_gSection 1.
_tBeing professional --
_tYour rights and responsibilities as a teacher aide --
_tSecuring your rights --
_tMeeting your responsibilities --
_tYour learning philosophy: where did it all begin? --
_tOne person's journey --
_tWhat is your journey? --
_tA learning philosophy -- --
_gSection 2.
_tUnderstanding inclusion --
_tUnderstanding the key principles of inclusion --
_tHow the environment can help --
_tHow professionals can help --
_tHow resources (including teacher aide hours!) can help --
_tMaking inclusion happen --
_tFirst steps - a general assessment --
_tData gathering in detail --
_tAnalysing data -- --
_gSection 3.
_tProviding classroom support --
_tLearning in the school community --
_tProviding opportunities for interaction --
_tProviding genuine learning experiences --
_tCreating a supportive environment --
_tMaking learning happen --
_tWords in the classroom --
_tAssisting with language development --
_tUsing language to gain student cooperation --
_tHelping the student who is reluctant to be helped --
_tListening to the students --
_tUsing art --
_tUsing neurolinguistic programming --
_tUsing visual strategies -- --
_gSection 4.
_tCatering to the individual --
_tTo label or not to label? --
_tDealing with labels --
_tEducating students to accept and understand differences --
_tThe "why" and "how to" of adopting the curriculum --
_tWhy should you adapt? --
_tHow much should you adapt? --
_tHow should you adapt? --
_tHow much is your responsibility?
520 _a"Focuses on extending the professional skills of teacher aides and provides them with further in-depth practical guidance for working with students who have a range of special needs"--Back cover.
650 0 _aSpecial education
_xStudy and teaching
_9670129
650 0 _aChildren with disabilities
_xStudy and teaching
_9670133
650 0 _aTeachers' assistants
_xTraining of
_vHandbooks, manuals, etc.
_9637849
650 0 _aTeachers of children with disabilities
_xTraining of
_vHandbooks, manuals, etc.
_9637854
700 1 _aHadley-Buxton, Jocelyn,
_eauthor.
_9277163
830 0 _aUser Friendly Resources ;
_vBook no. 352.
907 _a.b13411597
_b11-07-17
_c28-10-15
998 _ab
_an
_as
_b06-04-16
_cm
_da
_feng
_gnz
_h4
945 _a371.9076 BLA
_g1
_iA528676B
_j0
_lsmain
_o-
_p$52.33
_q-
_r-
_s-
_t0
_u0
_v0
_w0
_x0
_y.i13384697
_z29-10-15
945 _a371.9076 BLA
_g1
_iA529000B
_j0
_lnmain
_o-
_p$52.33
_q-
_r-
_s-
_t0
_u1
_v0
_w0
_x0
_y.i1338577x
_z29-10-15
945 _a371.9076 BLA
_g1
_iA528999B
_j0
_lnmain
_o-
_p$52.33
_q-
_r-
_s-
_t0
_u3
_v0
_w0
_x1
_y.i13385781
_z29-10-15
945 _a371.9076 BLA
_g1
_iA528998B
_j0
_lsmain
_o-
_p$52.33
_q-
_r-
_s-
_t0
_u1
_v0
_w0
_x0
_y.i1338580x
_z29-10-15
942 _cB
999 _c1267151
_d1267151