Transcription of Guidelines - NCCA
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Guidelines - NCCA
Guidelinesfor Teachers of Students with General Learning DisabilitiesIntroductionIntroduction 3 Assessment 17 Communication and language 12 School and classroom planning 4 Managing challenging behaviour 37 Supporting teaching and learning 24through ICTC ontentsIntroduction This is a companion document to the Guidelines for Teachers of Students with General Learning Disabilities. Its primary purpose is to look at some of the wider issues that affect the teaching and learning of these students. As with the Guidelines themselves, it is intended for use by all teachers, and should also be accessible to a range of other personnel directly involved with the student s education, whether in mainstream primary and special primary schools, post-primary schools, or other educational settings. The introduction is divided into five sections:Section 1: School and classroom planningThis section looks at the key elements in school planning for inclusion of students with general learning disabilities.
Parents/guardians can often shed valuable light on the nature of a student’s behaviour problem. This is valuable information that needs to be taken into account in any strategy developed to address inappropriate behaviour. Planning for transition from primary to post-primary education
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