Cognitive Strategies for Special Education
Process-Based Instruction
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Special Education, Health & Well Being, Psychology, Cognitive Psychology
| Author: | Adrian F. Ashman, Robert N.F. Conway | ISBN: | 9781351985147 |
| Publisher: | Taylor and Francis | Publication: | September 13, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | Adrian F. Ashman, Robert N.F. Conway |
| ISBN: | 9781351985147 |
| Publisher: | Taylor and Francis |
| Publication: | September 13, 2017 |
| Imprint: | Routledge |
| Language: | English |
Research on training programs for students with learning difficulties has usually focused on the development of social and behavioural skills and the acquisition of cognitive interventions and procedures. Originally published in 1989, this book attempts to apply the methods validated by research and synthesize the discoveries made in the psychological laboratory for the benefit of teachers in regular classrooms. It reviews the literature relevant to special needs teaching and traces the development of cognitive research as it applies to education.
The authors propose a specific and practical teaching strategy which has been successfully used by those working with students with special needs. Starting from the basic belief that education is an interactive process between the participants, the authors have emphasised the role and responsibility both of the teacher and the learner. Their book should be of value to researchers and practitioners in psychology and special education.
Research on training programs for students with learning difficulties has usually focused on the development of social and behavioural skills and the acquisition of cognitive interventions and procedures. Originally published in 1989, this book attempts to apply the methods validated by research and synthesize the discoveries made in the psychological laboratory for the benefit of teachers in regular classrooms. It reviews the literature relevant to special needs teaching and traces the development of cognitive research as it applies to education.
The authors propose a specific and practical teaching strategy which has been successfully used by those working with students with special needs. Starting from the basic belief that education is an interactive process between the participants, the authors have emphasised the role and responsibility both of the teacher and the learner. Their book should be of value to researchers and practitioners in psychology and special education.
