Implementing the code of practice for children with special educational needs :: a practical guide /
This new edition has been revised to bring teachers and other education practitioners up to date with the revisions to the Code of Practice due to come into force in January 2002. The author was a member of a working party for the National Advisory Group for special educational needs, with a remit t...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London ; New York :
Routledge,
2013.
|
| Ausgabe: | 2nd ed. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This new edition has been revised to bring teachers and other education practitioners up to date with the revisions to the Code of Practice due to come into force in January 2002. The author was a member of a working party for the National Advisory Group for special educational needs, with a remit to assist with the revision of the Code. This book reports on the outcomes, and details advice and guidance on the key tasks for its effective implementation. |
| Beschreibung: | Recommendations to the LEA and parents. |
| Beschreibung: | 1 online resource (145 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781134118748 1134118740 9781315068817 1315068818 1134118813 9781134118816 |
Internformat
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| 100 | 1 | |a Ramjhun, Ahmad F. |0 http://id.loc.gov/authorities/names/n96035578 | |
| 245 | 1 | 0 | |a Implementing the code of practice for children with special educational needs : |b a practical guide / |c Ahmad F. Ramjhun. |
| 250 | |a 2nd ed. | ||
| 260 | |a London ; |a New York : |b Routledge, |c 2013. | ||
| 300 | |a 1 online resource (145 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title Page; Copyright Page; Table ofContents; Foreword; Acknowledgements; Preface; List of Abbreviations; 1. An introduction to the Code of Practice; Introduction to handbook; Background to the 1994 Code of Practice; Issues since 1994; The original 1994 Code of Practice: an overview; 2. The revised Code of Practice: context and key changes; Key changes; Fundamental principles of the revised Code of Practice; The aims of the 2001 Code of Practice; Conclusion; 3. Implications for the class teacher; Definition of special educational needs; Implications for teachers and schools. | |
| 505 | 8 | |a Children whose home language is different from the language of instructionImplications for the class teacher; Pre-statutory stage; Post-statutory stage; Action for teachers; Implementation of the Code of Practice in secondary schools; Roles and responsibilities of subject teachers; Transition Plan -- key issues; Conclusion; 4. Implications for schools and governing bodies; Introduction; Duties and responsibilities of governing bodies; The school's Special Educational Needs Policy; The role of the special educational needs Governor; The role of the Special Educational Needs Coordinator. | |
| 505 | 8 | |a How to formulate and write a Special Educational Needs PolicyA schools' charter for parents and children?; Conclusion; 5. Individual Education Plans; Introduction; Guidelines for completing an IEP; The nature of the difficulty; The action to be taken; The arrangements for review; Problem analysis; A selection of strategies and approaches; SWOT analysis; SWOT analysis: interpretation and discussion; PEST analysis; Force field analysis; Conclusion; 6. School Action and School Action Plus; Introduction; School Action; Initial concern and action: Introduction; Early responses: Summary. | |
| 505 | 8 | |a Recognition of need for 'intensive' actionLearning difficulties; Priority; Teaching strategy; Staffing arrangements; Intensive help within School Action:Summary; Process; Requirements; School Action Plus; Early intensive help with external support; Nature of learning difficulty; Teaching and assessment; Priorities for action and performance indicators; Consensus on learning difficulty; Consultation with teachers; Consultation with parents; Consultation with the child; Standards setting and contingency planning; Summary; Process; Requirements; Considering the need for statutory assessment. | |
| 505 | 8 | |a Completion of statutory assessmentStatutory assessment and beyond; 7. Statutory assessment; Introduction; Teacher tasks; Criteria for statutory assessment; The child; The teacher; The school; The LEA; Preparation and submission of the Educational Advice; Pre-requirements; The task for schools; Conclusions; 8. Annual Reviews; Purposes of Annual Reviews; How to get the best out of Annual Reviews; Physical arrangements; Process; Requirements for Review meetings; An agenda for schools; Agenda for parents; Essential issues to be addressed at Annual Reviews; The past; The present; The future. | |
| 500 | |a Recommendations to the LEA and parents. | ||
| 520 | |a This new edition has been revised to bring teachers and other education practitioners up to date with the revisions to the Code of Practice due to come into force in January 2002. The author was a member of a working party for the National Advisory Group for special educational needs, with a remit to assist with the revision of the Code. This book reports on the outcomes, and details advice and guidance on the key tasks for its effective implementation. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Special education |z Great Britain |v Handbooks, manuals, etc. | |
| 650 | 0 | |a Children with disabilities |x Education |z Great Britain |v Handbooks, manuals, etc. | |
| 650 | 6 | |a Éducation spéciale |z Grande-Bretagne |v Guides, manuels, etc. | |
| 650 | 6 | |a Enfants handicapés |x Éducation |z Grande-Bretagne |v Guides, manuels, etc. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Children with disabilities |x Education |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 651 | 7 | |a Great Britain |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP | |
| 655 | 0 | |a Electronic books. | |
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| 758 | |i has work: |a Implementing the code of practice for children with special educational needs (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGxgcC6khgvCvkq84xPrtq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Ramjhun, Ahmad F. |t Implementing the Code of Practice for Children with Special Educational Needs, Second Edition : A Practical Guide. |d Hoboken : Taylor and Francis, ©2013 |z 9781853466632 |
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| 938 | |a Internet Archive |b INAR |n implementingcode0000ramj_s4n3 | ||
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Datensatz im Suchindex
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| adam_text | |
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| author | Ramjhun, Ahmad F. |
| author_GND | http://id.loc.gov/authorities/names/n96035578 |
| author_facet | Ramjhun, Ahmad F. |
| author_role | |
| author_sort | Ramjhun, Ahmad F. |
| author_variant | a f r af afr |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC3986 |
| callnumber-raw | LC3986.G7 R36 2013eb |
| callnumber-search | LC3986.G7 R36 2013eb |
| callnumber-sort | LC 43986 G7 R36 42013EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Cover; Title Page; Copyright Page; Table ofContents; Foreword; Acknowledgements; Preface; List of Abbreviations; 1. An introduction to the Code of Practice; Introduction to handbook; Background to the 1994 Code of Practice; Issues since 1994; The original 1994 Code of Practice: an overview; 2. The revised Code of Practice: context and key changes; Key changes; Fundamental principles of the revised Code of Practice; The aims of the 2001 Code of Practice; Conclusion; 3. Implications for the class teacher; Definition of special educational needs; Implications for teachers and schools. Children whose home language is different from the language of instructionImplications for the class teacher; Pre-statutory stage; Post-statutory stage; Action for teachers; Implementation of the Code of Practice in secondary schools; Roles and responsibilities of subject teachers; Transition Plan -- key issues; Conclusion; 4. Implications for schools and governing bodies; Introduction; Duties and responsibilities of governing bodies; The school's Special Educational Needs Policy; The role of the special educational needs Governor; The role of the Special Educational Needs Coordinator. How to formulate and write a Special Educational Needs PolicyA schools' charter for parents and children?; Conclusion; 5. Individual Education Plans; Introduction; Guidelines for completing an IEP; The nature of the difficulty; The action to be taken; The arrangements for review; Problem analysis; A selection of strategies and approaches; SWOT analysis; SWOT analysis: interpretation and discussion; PEST analysis; Force field analysis; Conclusion; 6. School Action and School Action Plus; Introduction; School Action; Initial concern and action: Introduction; Early responses: Summary. Recognition of need for 'intensive' actionLearning difficulties; Priority; Teaching strategy; Staffing arrangements; Intensive help within School Action:Summary; Process; Requirements; School Action Plus; Early intensive help with external support; Nature of learning difficulty; Teaching and assessment; Priorities for action and performance indicators; Consensus on learning difficulty; Consultation with teachers; Consultation with parents; Consultation with the child; Standards setting and contingency planning; Summary; Process; Requirements; Considering the need for statutory assessment. Completion of statutory assessmentStatutory assessment and beyond; 7. Statutory assessment; Introduction; Teacher tasks; Criteria for statutory assessment; The child; The teacher; The school; The LEA; Preparation and submission of the Educational Advice; Pre-requirements; The task for schools; Conclusions; 8. Annual Reviews; Purposes of Annual Reviews; How to get the best out of Annual Reviews; Physical arrangements; Process; Requirements for Review meetings; An agenda for schools; Agenda for parents; Essential issues to be addressed at Annual Reviews; The past; The present; The future. |
| ctrlnum | (OCoLC)852759020 |
| dewey-full | 371.90941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.90941 |
| dewey-search | 371.90941 |
| dewey-sort | 3371.90941 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2nd ed. |
| format | Electronic eBook |
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| indexdate | 2024-11-27T13:25:26Z |
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| spelling | Ramjhun, Ahmad F. http://id.loc.gov/authorities/names/n96035578 Implementing the code of practice for children with special educational needs : a practical guide / Ahmad F. Ramjhun. 2nd ed. London ; New York : Routledge, 2013. 1 online resource (145 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Cover; Title Page; Copyright Page; Table ofContents; Foreword; Acknowledgements; Preface; List of Abbreviations; 1. An introduction to the Code of Practice; Introduction to handbook; Background to the 1994 Code of Practice; Issues since 1994; The original 1994 Code of Practice: an overview; 2. The revised Code of Practice: context and key changes; Key changes; Fundamental principles of the revised Code of Practice; The aims of the 2001 Code of Practice; Conclusion; 3. Implications for the class teacher; Definition of special educational needs; Implications for teachers and schools. Children whose home language is different from the language of instructionImplications for the class teacher; Pre-statutory stage; Post-statutory stage; Action for teachers; Implementation of the Code of Practice in secondary schools; Roles and responsibilities of subject teachers; Transition Plan -- key issues; Conclusion; 4. Implications for schools and governing bodies; Introduction; Duties and responsibilities of governing bodies; The school's Special Educational Needs Policy; The role of the special educational needs Governor; The role of the Special Educational Needs Coordinator. How to formulate and write a Special Educational Needs PolicyA schools' charter for parents and children?; Conclusion; 5. Individual Education Plans; Introduction; Guidelines for completing an IEP; The nature of the difficulty; The action to be taken; The arrangements for review; Problem analysis; A selection of strategies and approaches; SWOT analysis; SWOT analysis: interpretation and discussion; PEST analysis; Force field analysis; Conclusion; 6. School Action and School Action Plus; Introduction; School Action; Initial concern and action: Introduction; Early responses: Summary. Recognition of need for 'intensive' actionLearning difficulties; Priority; Teaching strategy; Staffing arrangements; Intensive help within School Action:Summary; Process; Requirements; School Action Plus; Early intensive help with external support; Nature of learning difficulty; Teaching and assessment; Priorities for action and performance indicators; Consensus on learning difficulty; Consultation with teachers; Consultation with parents; Consultation with the child; Standards setting and contingency planning; Summary; Process; Requirements; Considering the need for statutory assessment. Completion of statutory assessmentStatutory assessment and beyond; 7. Statutory assessment; Introduction; Teacher tasks; Criteria for statutory assessment; The child; The teacher; The school; The LEA; Preparation and submission of the Educational Advice; Pre-requirements; The task for schools; Conclusions; 8. Annual Reviews; Purposes of Annual Reviews; How to get the best out of Annual Reviews; Physical arrangements; Process; Requirements for Review meetings; An agenda for schools; Agenda for parents; Essential issues to be addressed at Annual Reviews; The past; The present; The future. Recommendations to the LEA and parents. This new edition has been revised to bring teachers and other education practitioners up to date with the revisions to the Code of Practice due to come into force in January 2002. The author was a member of a working party for the National Advisory Group for special educational needs, with a remit to assist with the revision of the Code. This book reports on the outcomes, and details advice and guidance on the key tasks for its effective implementation. Includes bibliographical references and index. English. Special education Great Britain Handbooks, manuals, etc. Children with disabilities Education Great Britain Handbooks, manuals, etc. Éducation spéciale Grande-Bretagne Guides, manuels, etc. Enfants handicapés Éducation Grande-Bretagne Guides, manuels, etc. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Children with disabilities Education fast Special education fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Electronic books. Handbooks and manuals fast has work: Implementing the code of practice for children with special educational needs (Text) https://id.oclc.org/worldcat/entity/E39PCGxgcC6khgvCvkq84xPrtq https://id.oclc.org/worldcat/ontology/hasWork Print version: Ramjhun, Ahmad F. Implementing the Code of Practice for Children with Special Educational Needs, Second Edition : A Practical Guide. Hoboken : Taylor and Francis, ©2013 9781853466632 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=606962 Volltext |
| spellingShingle | Ramjhun, Ahmad F. Implementing the code of practice for children with special educational needs : a practical guide / Cover; Title Page; Copyright Page; Table ofContents; Foreword; Acknowledgements; Preface; List of Abbreviations; 1. An introduction to the Code of Practice; Introduction to handbook; Background to the 1994 Code of Practice; Issues since 1994; The original 1994 Code of Practice: an overview; 2. The revised Code of Practice: context and key changes; Key changes; Fundamental principles of the revised Code of Practice; The aims of the 2001 Code of Practice; Conclusion; 3. Implications for the class teacher; Definition of special educational needs; Implications for teachers and schools. Children whose home language is different from the language of instructionImplications for the class teacher; Pre-statutory stage; Post-statutory stage; Action for teachers; Implementation of the Code of Practice in secondary schools; Roles and responsibilities of subject teachers; Transition Plan -- key issues; Conclusion; 4. Implications for schools and governing bodies; Introduction; Duties and responsibilities of governing bodies; The school's Special Educational Needs Policy; The role of the special educational needs Governor; The role of the Special Educational Needs Coordinator. How to formulate and write a Special Educational Needs PolicyA schools' charter for parents and children?; Conclusion; 5. Individual Education Plans; Introduction; Guidelines for completing an IEP; The nature of the difficulty; The action to be taken; The arrangements for review; Problem analysis; A selection of strategies and approaches; SWOT analysis; SWOT analysis: interpretation and discussion; PEST analysis; Force field analysis; Conclusion; 6. School Action and School Action Plus; Introduction; School Action; Initial concern and action: Introduction; Early responses: Summary. Recognition of need for 'intensive' actionLearning difficulties; Priority; Teaching strategy; Staffing arrangements; Intensive help within School Action:Summary; Process; Requirements; School Action Plus; Early intensive help with external support; Nature of learning difficulty; Teaching and assessment; Priorities for action and performance indicators; Consensus on learning difficulty; Consultation with teachers; Consultation with parents; Consultation with the child; Standards setting and contingency planning; Summary; Process; Requirements; Considering the need for statutory assessment. Completion of statutory assessmentStatutory assessment and beyond; 7. Statutory assessment; Introduction; Teacher tasks; Criteria for statutory assessment; The child; The teacher; The school; The LEA; Preparation and submission of the Educational Advice; Pre-requirements; The task for schools; Conclusions; 8. Annual Reviews; Purposes of Annual Reviews; How to get the best out of Annual Reviews; Physical arrangements; Process; Requirements for Review meetings; An agenda for schools; Agenda for parents; Essential issues to be addressed at Annual Reviews; The past; The present; The future. Special education Great Britain Handbooks, manuals, etc. Children with disabilities Education Great Britain Handbooks, manuals, etc. Éducation spéciale Grande-Bretagne Guides, manuels, etc. Enfants handicapés Éducation Grande-Bretagne Guides, manuels, etc. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Children with disabilities Education fast Special education fast |
| title | Implementing the code of practice for children with special educational needs : a practical guide / |
| title_auth | Implementing the code of practice for children with special educational needs : a practical guide / |
| title_exact_search | Implementing the code of practice for children with special educational needs : a practical guide / |
| title_full | Implementing the code of practice for children with special educational needs : a practical guide / Ahmad F. Ramjhun. |
| title_fullStr | Implementing the code of practice for children with special educational needs : a practical guide / Ahmad F. Ramjhun. |
| title_full_unstemmed | Implementing the code of practice for children with special educational needs : a practical guide / Ahmad F. Ramjhun. |
| title_short | Implementing the code of practice for children with special educational needs : |
| title_sort | implementing the code of practice for children with special educational needs a practical guide |
| title_sub | a practical guide / |
| topic | Special education Great Britain Handbooks, manuals, etc. Children with disabilities Education Great Britain Handbooks, manuals, etc. Éducation spéciale Grande-Bretagne Guides, manuels, etc. Enfants handicapés Éducation Grande-Bretagne Guides, manuels, etc. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Children with disabilities Education fast Special education fast |
| topic_facet | Special education Great Britain Handbooks, manuals, etc. Children with disabilities Education Great Britain Handbooks, manuals, etc. Éducation spéciale Grande-Bretagne Guides, manuels, etc. Enfants handicapés Éducation Grande-Bretagne Guides, manuels, etc. EDUCATION Administration General. EDUCATION Organizations & Institutions. Children with disabilities Education Special education Great Britain Electronic books. Handbooks and manuals |
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