[article]
| Titre : |
The implementation of coaching to enhance the classroom practice of staff in teaching pupils with autism in a generic special school |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Martin GORE, Auteur |
| Article en page(s) : |
p.14-21 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
At his previous school, the author was a teacher within an all-age special school with a high proportion of pupils with autism. Some of the staff and those new to the school had little or no knowledge of autism or indeed of the needs of pupils with moderate learning difficulties, in some cases, having only taught in mainstream schools. There was thus a need to enhance their knowledge and practice. The author of this paper, therefore, researched the literature on coaching and used this framework to advise and support other teachers in the school. He describes the main stages in coaching and then presents some data on how this worked in practice. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 |
in Good Autism Practice - GAP > 15-1 (May 2014) . - p.14-21
[article] The implementation of coaching to enhance the classroom practice of staff in teaching pupils with autism in a generic special school [Texte imprimé et/ou numérique] / Martin GORE, Auteur . - p.14-21. Langues : Anglais ( eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.14-21
| Index. décimale : |
PER Périodiques |
| Résumé : |
At his previous school, the author was a teacher within an all-age special school with a high proportion of pupils with autism. Some of the staff and those new to the school had little or no knowledge of autism or indeed of the needs of pupils with moderate learning difficulties, in some cases, having only taught in mainstream schools. There was thus a need to enhance their knowledge and practice. The author of this paper, therefore, researched the literature on coaching and used this framework to advise and support other teachers in the school. He describes the main stages in coaching and then presents some data on how this worked in practice. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 |
|
The implementation of coaching to enhance the classroom practice of staff in teaching pupils with autism in a generic special school in Good Autism Practice - GAP, 15-1 (May 2014)