This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes:
• full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn
• two completely new chapters on understanding learners who are vulnerable and
understanding learners with communication difficulties
• extended thinking activities and extended reflections to support M-level study
• an improved organisation with emphasis on the national priorities.
Mục lục
Introduction
Part 1: Developing inclusive environments
Chapter 1 – Understanding policy
Chapter 2 –the inclusive classroom
Chapter 3 – the inclusive curriculum
Part 2: Making reasonable adjustments
Chapter 4 – Understanding learners with Special Educational Needs and Disability
Chapter 5 – Understanding learners with English as an additional language
Chapter 6 – Understanding behaviour
Chapter 7 – Understanding identity and gender
Chapter 8 – Understanding race
Chapter 9 – Understanding learners in poverty
Chapter 10 – Understanding learners who are vulnerable learners
Chapter 11 – Understanding learners with communication difficulties
Part 3: Developing partnerships
Chapter 12 – Working with children
Chapter 13 – Working with parents
Chapter 14 – Working with colleagues
Chapter 15 – Working with outside agencies
Glossary
References
Index
Giới thiệu về tác giả
Sheila Sharpe was until recently a senior lecturer at Sheffield Hallam University with roles including course leader for the PG Cert Senco award and inclusion co-ordinator for the undergraduate and postgraduate primary and early years teacher education programme. She has taught children from a wide range of backgrounds and cultures with a range of learning and emotional needs. In addition she has been a SENCo in a primary school and has worked in an advisory capacity in a local authority supporting teachers in meeting the language and literacy needs of children.
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