This title examines the fundamental principles of the subject from policy to practice. It covers concepts of special educational needs, the historical development of special provision, key legislation and much more.
This title comes from Janice Wearmouth, a well-established academic in the field who is bringing together her expert knowledge and veteran textbook writing skills for a new essential textbook on Special Educational Needs and Disability. Having taught in this area for a good length of time, Janice is well aware of the complex and challenging nature of the area and is committed to write a book which is accessible and clear, with all terminology carefully explained to provide readers with a good understanding of SEND. The book will focus on a 0 - 25 age range in line with the current Code of Practice, with chapters focussing on key areas such as: · Differentiation · Assessment · Social, Emotional and Mental Health · All areas of need The proposed texts covers areas often missed out of SEND titles such as cultural differences, EAL and legal accountability. The breadth of coverage and the focus on providing trainee teachers with the information they need in their settings, makes this title suitable for advanced undergraduates studying on SEND BA (Hons) in addition to those postgraduate students understanding the National SENCO Award or any other PG Certificate within SEND.
Policy and Practice in Schools
This text traces the development of special educational provision while focusing on key issues relevant to professionals in the field. It examines the recent push for inclusion and its implications for schools, highlighting the dilemmas faced by institutions striving to include all pupils amid a competitive, accountability-driven educational landscape. Practical examples are provided to help resolve these challenges at various levels, including the LEA, school, classroom, and individual child. Part One offers an overview of special and inclusive education, discussing current thinking on equal opportunities and its impact on schools. It also showcases how one Local Education Authority has promoted inclusion within its schools. Part Two addresses the challenges teachers encounter when implementing national inclusion policies, offering practical examples of initiatives that support the learning of diverse groups and individuals. Topics include professional development for special educational needs teachers, classroom strategies for support, differentiation, OFSTED's role in inclusive schools, the SENCO's responsibilities in secondary education, and ensuring equal opportunities for all. This text is a valuable resource for teachers, SENCOs, head teachers, governors, parents, academics, and participants in professional development courses.