Walter Geerts & René van Kralingen - The Teachers' Handbook

7

Dealing with special needs students

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7.1 The Act on Inclusive Education

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7.1.1 Do homogeneous classes still exist? 7.1.2 Which students need special support? 7.1.3 Getting support from school 7.1.4 Special education: cluster schools 7.2.1 Planned approaches 7.2.2 Plans in all shapes and sizes 7.2.4 Work on executive functions 7.2.5 Fear of failure explained 7.2.3 Lessons and opportunities for every student

7.2 Appropriate teaching

7.3 Appropriate teaching for specific disorders

7.3.1 Students with ADHD 7.3.2 Students with autism 7.3.3 Students with dyslexia

7.4 Support from the school organisation 7.4.1 Student records, explained 7.4.2 No two schools are the same

7.4.3 Three-level care model 7.4.4 Care teams in MBO 7.4.5 Long-term learning

7.5 Reflection

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Discourse at school

8.1 Discourse: a closer look

8.1.1 The structure of a discussion 8.1.2 The four levels of discourse 8.1.3 Shifting between discourse levels

8.2 Discourse interventions

8.2.1 The various kinds of discourse intervention

8.3 Types of discourse partners

8.3.1 Conversations with students 8.3.2 Conversations with colleagues 8.3.3 Conversations with parents

8.4 Three specific forms of discourse

8.4.1 Relaying bad news 8.4.2 Conflict resolution

8.4.3 Coaching

8.5 Students dealing with loss

8.5.1 Relating your personal experience

8.5.2 Mourning