Managing special educational needs a practical guide for primary and secondary schools - Gibson, Suanne (Paul Chapman Pub., 2005)
Includes bibliographical references (p. 143-153) and index
Cover -- Contents -- Acknowledgements -- Glossary -- Prologue -- Preface -- 1 Special Educational Needs -- Introduction -- Section One58; Education of children with disabilities 40;18708211;197041; -- Section Two58; The emergence of special educational needs 40;19718211;198941; -- Executive summary -- 2 Devolution and Inclusion -- Introduction -- Section One58; Defining inclusion44; government policy and emerging tensions -- Section Two58; The pupils voice -- Section Three58; The parents47;guardians voice -- Section Four58; The teachers voice -- Executive summary -- 3 The School as a Community -- Introduction -- Section One58; Defining schools as a community -- Section Two58; School44; home and the community -- Section Three58; Parents and families -- Section Four58; Case studies -- Executive summary -- 4 From the Community to the Classroom -- Introduction -- Section One58; A new approach to learning and teaching --
- Section Two58; The Special Educational Needs Co45;ordinator 40;SENCO41; and SEN team -- Section Three58; The Acknowledge Understand Provide 40;AUP41; practitioner -- Executive summary -- 5 Leadership and Management -- Introduction -- Section One58; Leadership and management -- Section Two58; Management systems and structures -- Section Three58; The role of the SENCO -- Section Four58; Funding -- Executive summary -- 6 External Agencies and the School Community -- Introduction -- Section One58; Principles -- Section Two58; Multi45;agency support 8211; external agents -- Section Three58; Individual Education Plans -- Section Four58; Case study -- Executive summary -- 7 A Policy for Practice -- Introduction -- Section One58; Democratic school management -- Section Two58; Effective and inclusive schools -- Section Three58; Creating and implementing a SEN policy -- Section Four58; How to monitor44; review and evaluate a SEN policy -- Section Five58; Setting targets for pupils with SEN --
- Executive summary -- 8 Professional Development in an Inclusive and Effective School -- Introduction -- Section One58; Developing an AUP practitioner -- Section Two58; Mentoring -- Section Three58; Teaching Assistants 40;TAs41; -- Section Four58; Planning whole45;school professional development -- Section Five58; In45;service training for teachers 40;INSET41; -- Section Six58; Evaluating INSET -- Executive summary -- Final word -- References -- Index -- Last Page
Written from a practitioner's perspective, this book shows schools how to effectively implement and manage an inclusive school environment. Drawing from their experience in a range of schools, the authors highlight the problems encountered by professionals in both primary and secondary school settings and offer practical solutions and advice. The book offers guidance on: - the role of the SENCO as a teacher and manager - government policy and legislation - self-evaluation, good practice and monitoring - how to relate SEN to school targets and development plans. Primary and secondary school teachers, headteachers, student teachers, SENCOs, LEA advisers and professionals involved in the management of special educational needs in schools will find the practical support offered in this book invaluable