Special Educational Needs and Disabilities in Schools is a key resource in supporting student teachers during and beyond their teaching training to begin to understand how, and be able, to address the needs of children and young people within schools and college in line with the Code of Practice (DfE, 2014). Drawing on her wealth of experience and up-to-date theory, Janice Wearmouth explores current legislation related to special educational needs and disability (SEND) within a historical and geographical context so that readers can understand how and why the current SEND policy and practice has developed as it has. She considers assessment and planning in relation to both informal and standardised approaches, and offers ways to engage with young people's, peers' and families' views and experiences. Wearmouth focuses on ways to understand, assess and address the most common forms of SEND: literacy and numeracy difficulties and behavioural concerns related to social, emotional and mental health. She discusses how ICT might be used to include young people with various degrees of difficulty in learning and explores professional relationships and partnership work with parents and families. Throughout this engaging guide, readers are supported with clear questions of focus for each chapter, and within each chapter exemplars and vignettes, and reflective and discussion activities for individuals and groups, can be found to enable them to consider their own practice to ensure that all young people can learn effectively in their classrooms. The supportive companion website provides a wealth of further reading resources.
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 ...
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' ...
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).
... 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 , ...
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 ...
This book will also be of interest to SENCOs, senior management teams and ITT providers.
The book addresses legal and resource implications, as well as parental participation in children's education.
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 ...
Hallett, F. and Hallett, G. (2010), Transforming the Role of the SENCO: Achieving the National Award for SEN Coordination, McGraw-Hill, Maidenhead This book analyses and critiques the characteristics and practice of the SENCO role at an ...
This unique text clearly outlines relevant practice-based evidence to fully include children with SEND in PE lessons.