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Full Description
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. Italso 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.
Contents
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).
