Special Educational Needs and Disabilities in Schools is an essential resource designed to support you during and beyond your teaching training to understand, assess and address special and/or additional educational needs and disabilities (SEND). In addition to the expected updates throughout to the latest research and legislation, new developments include: - expanded discussions of key topics such as bullying, social, emotional and mental health - detailed coverage of planning for transition across the age ranges - suggestions of hardware and software for day-to-day use and use in exam conditions - increased focus on the importance of positive and supportive relationships Drawing on her wealth of experience, close contact with schools, families and students as well as relevant research, Janice Wearmouth explores a wide range of approaches to assess and address the most common forms of SEND. These include difficulties in communication and cognition, behavioural concerns related to social, emotional and mental health, sensory and/or physical needs, and literacy and numeracy difficulties. The author uses key questions to introduce each chapter, and reflective activities to encourage you to consider your own practice to ensure that all young people reach their potential. She illustrates policy and provision for SEND in a highly authentic and engaging way with a range of exemplars, vignettes and personal accounts of young people's and families' experiences within the field, and provides a wealth of additional resources on the companion website.
School governors: must have regard to the SEND Code of Practice and should oversee the implementation of the reform and provide strategic support to the head teacher; must publish information about the school's SEND policy on the ...
Janice Wearmouth. Strategies for developing reading ... Students can be taught to scan the text before reading in depth, including focusing on pictures, diagrams, captions, subheadings and highlighted words (Wearmouth, 2009, pp. 42–43).
THOMAS , G. and LOXLEY , A. ( 2001 ) Deconstructing Special Education and Constructing Inclusion ( Buckingham , Open University Press ) . YOUNG , M. ( 1995 ) A curriculum for the 21st century ? Towards a new basis for overcoming the ...
The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4(2), 153–162. Farrell, P., Alborz, A., Howes, A., & Pearson, D. (2010). The impact of teaching assistants on improving pupils' ...
... Kimberly A. Boynton Families Creating Employment Opportunities for Individuals with Developmental Disabilities Understanding the Contribution of Familial Entrepreneurship Jennifer Percival Inclusive Teamwork for Pupils with Spee , ...
When students are placed in classrooms with less qualified teachers, their opportunity to learn is compromised and they are placed at greater risk for underachievement (Schneider, 1985), which, in turn, can result in referral to special ...
Teaching and Supporting Children With Special Educational Needs and Disabilities in Primary Schools
High Learning Potential with Special Educational Needs or Disabilities Denise Yates, Adam Boddison ... 978-1-138-48749-9 Using an Inclusive Approach to Reduce School Exclusion: A Practitioner's Handbook Tristan Middleton and Lynda Kay ...
The book addresses legal and resource implications, as well as parental participation in children's education.
How to Do Your Research Project: A Guide for Students in Education and Applied Social Sciences (2nd edn). Thousand Oaks: Sage. Thomas, G. and Loxley, A. (2007). Deconstructing Special Education and Constructing Inclusion (2nd edn).