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El curso tiene una duración de 1 a 3 meses (380 hrs.) y Diploma acreditativo.
As a special educational needs (SEN) teacher you'll work with children and young people who need extra support, or require an advanced programme of learning, in order to reach their full educational potential.
You may work with individuals who have physical disabilities, sensory impairments (i.e. hearing or visual), speech and language difficulties, learning difficulties such as dyslexia, conditions such as autism, social, emotional and mental health needs, or have a combination of these difficulties.
You may also work with gifted and talented individuals.
A key aspect of working in this field is identifying individual needs and being responsible for creating a safe, stimulating and supportive learning environment.
Chapter One: Introduction
1.1 Aims and objectives
Chapter Two: Communication and interaction
2.1 Who are the children?
2.2 The nature of the evidence
2.3 Principal theoretical perspectives
2.4 Some promising teaching strategies and approaches
2.4.1 Children with speech, language and communication needs
2.4.2 Children with communication and interaction difficulties associated with
profound and multiple learning difficulties
2.4.3 Autistic Spectrum Disorder (ASD)
2.5 Phases of education
2.5.2 Key stages 1-2
2.5.3 Key stages 3-4
2.6 Gaps in the literature
Chapter Three: Cognition and learning
3.1 Who are the children?
3.2 The nature of the evidence
3.3 Principal theoretical perspectives
3.3.1 Cognition and metacognition
3.3.2 Social constructivist teaching
3.3.3 Learning modes, styles and preferences
3.3.4 Complementing and combining
3.4 Some promising teaching strategies
3.4.2 Generic metacognitive approaches
3.4.3 Inclusion, participation and access to learning
3.4.4 Interventions beyond the school
3.5 Phases of education
3.5.1 Early years
3.5.2 Key Stage 1/2, KS3 and 14-19
3.6 Gaps in the research literature
Chapter Four: Behavioural, emotional and social development
4.1 Who are the children?
4.2 The nature of the evidence
4.3 Principal theoretical perspectives
4.4 Some promising teaching strategies
4.5 Phases of education
4.6 Gaps in the research literature
Chapter Five: Sensory and/or physical
5.1 Who are the children?
5.2 The nature of the evidence
5.3 Principal theoretical perspectives
5.4 Some promising teaching strategies
5.5. Phases of education
5.6. Gaps in the research literature
Chapter Six: Discussion and conclusions
6.1. Commonalities across strand reports
6.2 Synthesis of strand reports
6.2.1 Evidence on teaching strategies and achievement
6.3 A question of pedagogy
6.3.1 A question of special educational need
6.4 Making use of best practice knowledge
6.5 Recommendation for future research
References cited in the report
Appendix A Method
Appendix B Full bibliography
El curso se desarrolla fundamentalmente a distancia a través de materiales escritos, con una comunicación permanente a través de correo electrónico.