Author: Peter Wood
Publisher: Routledge
ISBN: 1000534111
Category : Education
Languages : en
Pages : 194
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Book Description
This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings. Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice. The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.
Author: CLARE. HEWSON
Publisher:
ISBN: 9781912611324
Category :
Languages : en
Pages :
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Book Description
Author: Janice Wearmouth
Publisher: Routledge
ISBN: 1315513358
Category : Education
Languages : en
Pages : 277
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Book Description
This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with special educational needs and disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion. Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child’s needs. Understanding Special Educational Needs and Disability in the Early Years will be of interest to students studying Early Years courses, families, SENDCOs, teachers and other staff supporting young children with a range of special educational needs and disabilities.
Author: Alan Hodkinson
Publisher: SAGE
ISBN: 1473943760
Category : Education
Languages : en
Pages : 254
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Book Description
Understanding and engaging critically with the field of special educational needs and disability (SEND) is a difficult task. However, the new edition of this bestselling book continues to help students contextualize SEND in relation to historical, ideological and political developments as well as support them in developing a critical understanding of the complexities associated with inclusion. Completely up to date with recent legislation such as the SEND Code of Practice (2014) there are case studies, reflections and activities which will help students question practice they have seen and experienced. Covering the 0-25 age range this book is suitable for all those working with children and young people across education, health and social work.
Author: Trevor Cotterill
Publisher: Routledge
ISBN: 1351336665
Category : Education
Languages : en
Pages : 273
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Book Description
Providing insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice. Exploring prime areas in which professionals work directly with children with SEND, chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. This interdisciplianry approach, coupled with case studies, points for reflection and clearly signposted activities throughout, gives readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and enables them to relate these to their own practice. Packed with practical tips and examples of best practice, topics discussed include: approaches to inclusion, integration and segregation competing discourses surrounding SEND and their impacts on children, families and professionals safeguarding and the voice of the child multi-agency work and the changing role of the SEND practitioner working in partnership with parents and families research and practice in relation to issues such as Autistic Spectrum Disorder, chromosomal and gestational diversity, ADHD and Profound and Multiple Learning Disabilities and Difficulties. Demystifying changes to policy, exploring legislation, and identifying best practice, this invaluable resource will support students, SEND practitioners and professionals to develop and enhance practice with children with SEND.
Author: Alexandra Sewell
Publisher: SAGE
ISBN: 1529738237
Category : Education
Languages : en
Pages : 276
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Book Description
This essential textbook equips you with a strong understanding of theories, policies and practices and how they impact on Special Educational Needs and Disabilities, guiding you through your SEND course or modules. It provides you with the foundations and tools necessary to think critically about the issues and developments concerning SEND, inclusion, and professional practice. The book includes: - Material surrounding mental health in childhood and adolescence - Chapters on global perspectives of SEND, and assistive technologies - Practical case studies, reflection questions and activities - Spotlights on key theories and research - Up-to-date information on policies impacting SEND
Author: Janice Wearmouth
Publisher: Bloomsbury Publishing
ISBN: 1474287646
Category : Education
Languages : en
Pages : 299
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Book Description
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.
Author: John Connor
Publisher: Taylor & Francis
ISBN: 1315517167
Category : Education
Languages : en
Pages : 163
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Book Description
The SEND Code of Practice has reinforced the requirement that all teachers must meet the needs of all learners. This book provides practical, tried and tested strategies and resources that will support teachers in making modern foreign languages accessible, challenging and exciting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of how SEND can affect learning and how the MFL teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of MFL teaching, this book will enable teachers to: ensure all pupils are able to participate fully in every lesson; develop pupils’ understanding, motivation and enjoyment; adapt content and resources when differentiating materials for pupils with a wide range of learning needs; use formative assessments to measure learning. An invaluable tool for whole-school continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching languages to all pupils, regardless of their individual needs. This book will also be of interest to SENCOs, senior management teams and ITT providers.
Author: Janice Wearmouth
Publisher: Routledge
ISBN: 1317382250
Category : Education
Languages : en
Pages : 261
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Book Description
Special Educational Needs and Disability: The Basics has been fully updated in light of the 2014 Children and Families Act in England and now also includes a focus and discussion of legislation across the whole UK. Providing an engaging and complete overview, it examines the fundamental principles of the subject from policy to practice. This book covers the historical development of special provision and key legislation, policy-making, the identification and assessment of young people’s special or additional learning and behaviour needs, and ways to address barriers to learning associated with various kinds of difficulty. Essential revisions to this second edition include: discussion of the implications of the 2014 Special Educational Needs and Disability Code of Practice: 0 to 25 years for Heads, governors, SENCos, staff, students and families in schools in England, a focus on the law relating to special or additional support needs in Wales, Scotland and Northern Ireland, and its implications, an update on statutory assessment requirements and advice on compiling them, including the new Education Health and Care Plans in England. This book is an ideal starting point for all those with questions about what constitutes special educational needs and disability and how individuals can be supported in practice. It is essential reading for policy-makers, trainees, teachers and all those working with young people who experience difficulties and their families.
Author: Renee Bradley
Publisher: Taylor & Francis
ISBN: 1135627649
Category : Education
Languages : en
Pages : 879
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Book Description
Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making. Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic. Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area. Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.
