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Author: Mike Blamires
Publisher: Routledge
ISBN: 113401290X
Category : Education
Languages : en
Pages : 177
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Book Description
First Published in 2005. A new and diverse role s emerging for Support Services, yet many schools and Early Years settings are unaware of the wealth of specialist skills and expertise contained therein. The editors have drawn together contributions from experienced colleagues working in a variety of roles with Special education needs. They illustrate how support services and schools can work together to develop best inclusive practice and enable children to thrive both socially and academically.
Author: Mike Blamires
Publisher: Routledge
ISBN: 113401290X
Category : Education
Languages : en
Pages : 177
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Book Description
First Published in 2005. A new and diverse role s emerging for Support Services, yet many schools and Early Years settings are unaware of the wealth of specialist skills and expertise contained therein. The editors have drawn together contributions from experienced colleagues working in a variety of roles with Special education needs. They illustrate how support services and schools can work together to develop best inclusive practice and enable children to thrive both socially and academically.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264180389
Category :
Languages : en
Pages : 372
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Book Description
Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise when students with disabilities are educated in local schools.
Author: Dr Peter Clough
Publisher: Routledge
ISBN: 1135799695
Category : Education
Languages : en
Pages : 149
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Book Description
The integration of children with special needs into mainstream schools demands a reorganisation of staff and support levels both in schools and in the advisory services. Integration and the Support Service, illustrated with examples from a detailed case study of one Local Education Authority, shows how support services can most effectively be matched to needs and how new strategies for integration can be developed.
Author: Pauline Davis
Publisher: Routledge
ISBN: 1135373116
Category : Education
Languages : en
Pages : 134
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Book Description
First Published in 2003. This book provides guidance to teachers, teaching assistants, service staff, parents and other professionals regarding the inclusion of children with visual impairments in mainstream primary schools. Rich and detailed case studies of inclusion in four schools are used to enable the development of an understanding that is grounded in the contexts and circumstances of real schools. Whilst focus is on children with visual impairments, many of the themes running through the book hold resonance in relation to thinking about the inclusion of other children with special educational needs.
Author: Penny Lacey
Publisher: Routledge
ISBN: 1134084307
Category : Education
Languages : en
Pages : 233
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Book Description
This work on support services for special education needs offers an overview of current practice, along with details of current stumbling blocks. It then deals with working with the whole child within the curriculum; training needs; and developing an action plan to find the way forward.
Author: Tony Booth
Publisher: Routledge
ISBN: 113612764X
Category : Education
Languages : en
Pages : 463
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Book Description
The emphasis in this book shifts to the coordination of practice into schools, regional and national policies and the power and interest groups concerned with educational difficulties and disability. In the opening section the authors review the location of power in the systems; the impact of Local Management of Schools, case studies of Union policy, the National Curriculum Council and voluntary societies. They then look at one threatened element of the power structure - the local education authorities. They examine the features of local authority policy and attempt to systematise local policy. The experience of families is examined in their relationships with professionals, particularly during the preparation of Statements of Special Educational Need. This is followed by sections on services for under-fives, integrating education and the authors provide examples of changing school policies and the practices that have arisen from them; supporting the learning of all pupils in primary and secondary schools, changing the role of special schools, ensuring that girls and boys are provided with equal opportunities, writing a development plan and the experience of a teacher with a disability. They then examine policies and practices in education after school and finish with theories of integration and disability.
Author: Rita Cheminais
Publisher: Routledge
ISBN: 1134005970
Category : Education
Languages : en
Pages : 133
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Book Description
This practical comprehensive book for senior managers and inclusion coordinators covers all the essential aspects of how to manage inclusion more effectively. It informs coordinators about effectively managing their own continuing professional development, and that of other staff working within the inclusion team. The book explores the role of inclusion assistants, managing an inclusive resource center, identifying barriers to learning for a diversity of pupils; and applying the Index for Inclusion, the Business Excellence Model and the Ofsted school self-evaluation model to review and support inclusive school practice. It also looks at the role of external professionals, support services, beacon, special and specialist schools, national initiatives and ICT enabling schools to improve their inclusive provision.
Author:
Publisher: BRILL
ISBN: 9087905882
Category : Education
Languages : en
Pages : 210
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Book Description
This is an important and timely collection in which recent research and interpretations are reported and debated. The papers provide a scholarly analysis of a range of significant issues, complexities and recurring themes. They provide theoretical, empirical and practical perspectives on what is involved in co-working and explore the ambiguities, contradictions and fragmentations in a new policy area that cuts across the remits previously held by a number of government departments. Overall, the papers provide a considered and wide-ranging critique of the key research and policy discourses that seek to influence the reformation of services and to remodel interprofessional and interagency working practices. In particular, the collection examines the ways in which the integration of services is operating in practice in the discrete policy contexts of the UK countries; the leadership and management of collaborative working and workforce remodelling; and whether, in addressing the hard questions of the form/s that future school services should take, there are any ‘global solutions’ from new research or from other places that might fruitfully be applied. In addressing these policy developments the collection has multiple readerships in mind and seeks to be both academic and policy relevant.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264124527
Category :
Languages : en
Pages : 214
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Book Description
This report aims to identify the knowledge gaps and begin to narrow them by reviewing evidence on the main challenges and barriers to better integrating people with mental illness in the world of work.
Author: Johnnie Hay
Publisher: AOSIS
ISBN: 1776342054
Category : Education
Languages : en
Pages : 454
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Book Description
Inclusive education has been phased into South Africa since 2001 but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education – from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education.
