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Author: Janet Tod
Publisher: Routledge
ISBN: 1134100892
Category : Education
Languages : en
Pages : 126
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Book Description
First Published in 1998. This book is part of a series of books on individual education plans (IEPs), each focused on a specific aspect of special educational needs (SEN) and intended to support effective practices in mainstream schools working to make their provision inclusive. This book has attempted to put forward a case for IEPs as part of a school’s ‘inclusive and effective practice’ for the diversity of its pupils and the requirements of the 1994 Code of Practice. Further DfEE guidance on IEPs is planned to support the revised Code and it is the authors' intention that this book will support schools in developing and evaluating any improvements they make to their existing IEP procedures.
Author: Janet Tod
Publisher: Routledge
ISBN: 1134100892
Category : Education
Languages : en
Pages : 126
Get Book Here
Book Description
First Published in 1998. This book is part of a series of books on individual education plans (IEPs), each focused on a specific aspect of special educational needs (SEN) and intended to support effective practices in mainstream schools working to make their provision inclusive. This book has attempted to put forward a case for IEPs as part of a school’s ‘inclusive and effective practice’ for the diversity of its pupils and the requirements of the 1994 Code of Practice. Further DfEE guidance on IEPs is planned to support the revised Code and it is the authors' intention that this book will support schools in developing and evaluating any improvements they make to their existing IEP procedures.
Author: Janet Tod
Publisher: Routledge
ISBN: 1136620532
Category : Education
Languages : en
Pages : 128
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Book Description
First Published in 2000. This book is one of a series concerning the implementation of effective practice for Individual Education Plans (IEPs ). It seeks to address emergent challenges for schools that IEPs should retain their role in the provision of planning and record keeping for pupils with special educational needs, but that the paperwork burden should be reduced and manageability achieved. The book outlines key principles for the design of IEPs for dyslexic pupils and offers practical advice on target writing and strategy development for teachers and SENCOs in mainstream schools, special schools and dyslexia units. Like other books in this series, the ideas and activities to support institutional self review and development are produced in a photocopiable format.
Author: John Cornwall
Publisher: Routledge
ISBN: 1136610170
Category : Education
Languages : en
Pages : 106
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Book Description
Published in 1998. Ideas and procedures contained in this book have been developed with practitioners in many different settings. The book is based on observations of current practice and recognises that schools will be at different stages of development and may have differing priorities and resources. The proposed review of the Code of Practice, and the response to the Green Paper on SEN, will be an opportunity for schools to reassess the effectiveness of their procedures in meeting the special educational needs of their pupils. The format of the book reflects three key aspects of the development of IEP procedures
Author: Council for Exceptional Children
Publisher:
ISBN: 9780865865266
Category : Special education teachers
Languages : en
Pages : 0
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Book Description
Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com
Author: John Cornwall
Publisher: Routledge
ISBN: 1134101171
Category : Education
Languages : en
Pages : 174
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Book Description
First Published in 1999. This book is part of a series of books on individual education plans (IEPs), each focused on a specific aspect of special educational needs (SEN) and intended to support effective practices in mainstream schools working to make their provision inclusive. This book results from work undertaken as part of a research project commissioned by the DfEE and managed at the Special Needs Research and Development Centre of the Department of Education at Canterbury Christ Church College of Education.
Author: Elizabeth Cowne
Publisher: Routledge
ISBN: 1136633081
Category : Education
Languages : en
Pages : 152
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Book Description
Aimed at all those wishing to develop inclusive practice, this book introduces a theoretical framework for managing an inclusive approach to developing SEN practice within primary and secondary schools, together with some early years examples. Throughout the emphasis is on how to make inclusive practice work in school settings. It includes strategies to overcome common problems; examples of successful projects; case studies illustrating points made; INSET activities for training purposes; and discussion points at the end of each chapter. SENCOs and those training SENCOs should find this book particularly helpful. Members of senior management teams and anyone interested in developing inclusive practice will find it equally relevant to their needs.
Author: Richard Rose
Publisher: Routledge
ISBN: 1134576285
Category : Education
Languages : en
Pages : 251
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Book Description
This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion. Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system. This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.
Author: Faye Ong
Publisher: Hippocrene Books
ISBN:
Category : Children with disabilities
Languages : en
Pages : 100
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Book Description
Author: Susan Hart
Publisher: Routledge
ISBN: 1136624104
Category : Education
Languages : en
Pages : 162
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Book Description
This work offers a challenging approach to enhancing children's learning through a process of reflective analysis called "innovative thinking". Using practical examples drawn from a variety of learning contexts, the author: provides a framework for reviewing and reflecting on classroom experience, focusing particularly on those aspects of teaching and learning that are surprising, puzzling or worrying; outlines a series of steps that should help teachers generate new ideas and practical strategies to guide the development of their work; offers an approach which emphasizes strategies that can be incorporated into teachers' work with the whole class, and to the potential benefit of all children; and illustrates how "innovative thinking" can assist teachers in enhancing the learning and inclusion of individual children whose classroom responses give cause for concern.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
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Book Description
