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011 | _aBIB MATCHES WORLDCAT | ||
020 |
_a1869680596 _qpbk. |
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020 |
_a9781869680596 _qpbk. |
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035 | _a(ATU)b13411597 | ||
035 | _a(OCoLC)156653811 | ||
037 |
_aBook number 352 _bUser Friendly Resources |
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040 |
_aNz _beng _erda _cNZ1 _dOCLCG _dATU |
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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. |
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264 | 4 | _c©2003 | |
300 |
_a64 pages : _billustrations, forms ; _c30 cm. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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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 |
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650 | 0 |
_aChildren with disabilities _xStudy and teaching _9670133 |
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650 | 0 |
_aTeachers' assistants _xTraining of _vHandbooks, manuals, etc. _9637849 |
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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. |
|
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