Menu Expand
Inclusive Primary Teaching

Inclusive Primary Teaching

Janet Goepel | Helen Childerhouse | Sheila Sharpe

(2015)

Additional Information

Abstract

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.


Overall this is a concise and compact book which sensitively explores a wide range is issues relating to the support of diverse learning needs in mainstream primary classrooms.  


Jon Reid, Oxford Brookes University

It is a very up to date and written in an accessible style. Easy to read and full of great materials. I used the first edition and liked it but this is even better!


Claire Head, University of Hull

I thought it was very good. There were lots of links to practice through rich case studies. The book linked in current policy very effectively. The text was accessible and linked theoretical perspectives in well.


Jonathan Glazzard, University of Huddersfield

Janet Goepel has been a teacher for many years and developed an interest in special educational needs through having children with additional needs in her class.  She has taught children with profound and multiple learning difficulties who otherwise would have had to attend a special school.  She has also taught children with dyslexia, dyspraxia, ADHD as well as children who have social difficulties. Working with these childrenwas rewarding as well as challenging, taught her a great deal and changed her practice as a teacher. She now teaches Inclusion at Sheffield Hallam University and hopes to pass on her passion for inclusive practice to trainee teachers.

Helen Childerhouse is a senior lecturer in primary and early years teacher education at Sheffield Hallam University. She teaches on undergraduate modules that involve professional practice and supports trainees whilst they are on placement.  She also teaches on the modules which focus on inclusive practice.

Sheila Sharpe is a Senior Lecturer at Sheffield Hallam University. Her roles include Course Leader for the PG Cert Senco award and the Inclusion co-ordinator for the undergraduate and post graduate Primary and Early Years Teacher Education Programme. She has wide school experience in primary, infant and nursery schools in two local authorities, and has taught children from a wide range of backgrounds and cultures with a range of learning and emotional needs. She has been a SENCO in a primary school which provided insight in to the tensions that exist in schools surrounding inclusive education. She has also worked in an advisory capacity in a local authority giving support to teachers and schools for provision in meeting language and literacy needs of children. Her research interests are in enquiry-led learning for children and trainees.


Table of Contents

Section Title Page Action Price
Cover Cover 1
Title page i
Copyright information ii
Table of contents iii
List of acronyms iv
Meet the authors vi
Acknowledgements vi
Introduction 1
How to read the book 2
Critical thinking and reflection 2
Getting the best out of the book 3
The structure of the book 3
Part 1: Developing inclusive environments 4
Part 2: Making reasonable adjustments 4
Part 3: Developing partnerships 6
References 7
Part 1 Developing inclusive environments 9
1 Understanding policy 10
Introduction 11
Introducing Nasreen 12
Examining terms and concepts 14
Disability 15
The medical and social models of disability 16
Inclusion 17
Equal opportunities 18
The Equality Act (2010) 19
Timeline of most significant policy and legislation 22
Policy and politics 25
Taking it further 26
Books and journals 26
Web-based materials 27
References 27
2 The inclusive classroom 29
Introduction 30
Introducing your class for school experience 30
Creating an inclusive ethos 32
Barriers to learning 33
The physical environment 34
Seating arrangements 34
Specific provision 35
Displays and visual cues 37
Grouping pupils 39
Supporting individual pupils 41
Summary 42
Taking it further 43
Books and journals 43
Web-based material 43
References 43
3 The inclusive curriculum 45
Introduction 46
Introducing your class for school experience 46
Raising attainment: the research 48
Inclusive pedagogy 49
Differentiation 51
Differentiation in practice 51
Personalised learning 54
Learning differently 55
Multiple intelligences 56
Learning styles 56
Alternatives to written work 57
Summary 59
Taking it further 60
Books and journals 60
Web-based material 60
References 60
Part 2 Making reasonable adjustments 63
4 Understanding learners with Special Educational Needs and Disability 64
Introduction 65
Children with SENDs in your class 65
Introducing Kyle 66
Terminology and labelling 68
Historical perspectives of terminology and labelling 68
The use of labels in current practice 69
High-quality teaching 70
Models of disability 72
The medical model of disability 72
The social model of disability 72
Special Educational Needs and Disability Code of Practice 73
Difficulties encountered by children with SENDs 73
Identifying children with SENDs 74
Broad areas of need 74
Communication and interaction 74
Cognition and learning 75
Social, emotional and mental health 75
Sensory and/or physical 75
Equipping teachers to meet the needs of children 75
Definition of SEN 76
The graduated response: assess, plan, do, review 76
The Local Offer 77
Education, Health and Care plans: the person-centred approach 78
International perspectives 80
Special educational needs provision in the European Union 80
Special educational needs provision in Asia 81
Special educational needs provision in America 81
Special educational needs provision in Australia 82
Taking it further 83
Books and journals 83
Web-based material 83
References 84
5 Understanding learners with English as an additional language 86
Introduction 87
The children you might meet 87
Introducing Jameela 89
Understanding language acquisition 90
Language proficiency and academic achievement 91
Myths and misconceptions about second-language learning 94
Implications for teachers 95
Effective practice for children with EAL 95
Developing a positive ethos 96
Developing a positive physical environment 97
Developing an interest in other languages 98
Developing access to the curriculum 98
Taking it further 101
Books and journals 101
Web-based material 102
References 102
6 Understanding behaviour 104
Introduction 105
Government policy and reports: England 106
Introducing Jayden 107
Examining teacher behaviour 108
Looking after yourself 109
The importance of self-esteem 109
Building positive relationships 110
The power of language 111
Examining pupil behaviour 112
Theories of behaviour 112
Encouraging positive behaviour 115
Circle time 115
Social and emotional aspects of learning 115
Developing effective management skills 116
Taking it further 118
Books and journals 118
Web-based materials 119
References 119
7 Understanding identity and gender 121
Introduction 122
Introducing Tom 123
The construction of identity 124
Perceptions of identity: gender related 126
Bullying 126
Discrimination 127
Nature or nurture? 127
International perspectives 128
Gender inequality in government 129
Gender inequality in education 129
UK Legislation: gender related 130
The role of the teacher 132
Implications for classroom practice 133
Taking it further 135
Books and journals 135
Web-based materials 136
References 136
8 Understanding race 138
Introduction 139
Definitions 139
Race 139
Ethnicity 140
Culture 140
Why should teachers be concerned with issues of race and equality? 140
Significant legislation and policy regarding race equality 140
Popular discourses on race 144
Restrictors 144
Individual opinion 144
Structural oppression 145
Institutional racism 146
Fundamental British values 146
Islamophobia 147
Influences on children 148
Ethnic identity 148
Achievement and performance levels 149
What do children understand of race and ethnicity? 149
Comment on the scenario 150
Teaching strategies 151
Taking it further 154
Books and journals 154
Web-based material 154
References 155
9 Understanding learners in poverty 157
Introduction 158
Teachers’ Standards 158
Socio-inequality and the class system 159
Social mobility 159
Poverty in the UK: facts and figures 160
Defining poverty 160
Absolute poverty 161
Relative poverty 161
Child Poverty Act 2010 161
The cost of child poverty 161
The possible causes of poverty 162
Why are people poor? 162
Poverty and educational inequality 162
The effect of social inequality in education 162
Savage and Devine’s model 164
Significant legislation and policy regarding child poverty 165
The role of teachers 169
The impact of the quality of teaching 169
Cost to parents of schooling 171
Comment on scenario 172
Taking it further 174
Books and journals 174
Web-based material 174
References 175
10 Understanding learners who are vulnerable 177
Introduction 178
Defining vulnerable 179
The risks to vulnerable children 180
Social networking and grooming 180
Cyber-bullying 181
Child sexual exploitation 182
Child trafficking 183
Significant legislation and policy regarding safeguarding children 184
Working Together to Safeguard Children 185
Failing to meet safeguarding expectations 187
The role of the teacher 187
Empowering vulnerable children 188
Implications for practice 189
Taking it further 191
Books and journals 191
Web-based material 191
References 192
11 Understanding learners with communication difficulties 194
Introduction 195
Speech, language and communication needs 195
How do young children learn to talk? 197
The stages of language development 198
Language acquisition 201
Theories of language acquisition 201
Behaviourism 201
Nativism 201
Cognitivism (Social Constructivism) 201
Difficulties with language acquisition 202
Comment on the scenario 208
Suggestions for awareness and practice activities 210
Talking in class 211
Taking it further 213
Books 213
Web-based material 214
References 214
Part 3 Developing partnerships 217
12 Working with children 218
Introduction 219
Who am I listening to? 220
Special educational needs and disability 221
English as an additional language 221
Children with social, emotional or behavioural difficulties 221
Children at risk 222
Victims of bullying 223
When and how can I listen to children? 223
Why is it so important to listen to children? 227
Philosophical and historical views of listening to children 228
UK legislation 229
The role of the teacher and the trainee 230
Implications for practice 230
Consider the learning environment 230
Ensure you are fully aware of the safeguarding procedures 230
Develop your verbal and non-verbal interaction skills 231
Use the information you gain to inform your future practice 231
Create a balance between control and classroom organisation and shared learning 231
Taking it further 232
Books and journals 232
Web-based material 233
References 233
13 Working with parents 234
Introduction 235
Who am I listening to and what can I learn? 236
Special educational needs and disability 236
Ethnic minority or different religious backgrounds and preferences 237
Gypsy, Roma and Traveller families 238
English as an additional language (EAL) 239
Gifted and talented 239
Looked after children 239
When and how can I listen to and meet with parents? 240
Why is effective communication with parents so important? 243
Sharing information 243
Sharing aims and expectations 243
Parent Partnership support groups 244
UK legislation 244
The role of the teacher and trainee 245
Implications for practice 245
Good communication skills with parents are vital 246
Liaison with colleagues in school is also something you need to consider 246
Ask for advice, further information and guidance if you are not sure 246
Keep a journal or diary 247
Taking it further 247
Books and journals 247
Web-based material 248
References 248
14 Working with colleagues 249
Introduction 250
Support staff and their roles 250
An historical overview 250
Teaching assistants today 251
Encouraging positive partnerships 253
Working effectively with TAs 254
Effective additional support 255
Benefits of working with TAs 256
Effective partnerships 257
Strategies to reduce dependence 257
Areas of tension 258
Promoting pupils’ independence 259
Effective support for Stephen 259
Comment on scenario 260
Taking it further 261
Books and journals 261
Web-based material 262
References 263
15 Working with outside agencies 265
Introduction 266
Who might I work with? 267
Supporting a child with special educational needs or disability 268
Supporting a child who is at risk 269
Comment on scenario 271
Challenges of working with professionals from outside agencies 272
When and how will I work with outside agencies? 273
Why is it so important to work with professionals from outside agencies? 276
UK legislation 277
The role of the teacher and the trainee 277
Implications for practice 278
Ensure you are fully aware of the safeguarding procedures 278
Be prepared to ask for support and help and to share information about the child involved in the intervention 278
Be aware of the wider view and involvement of other agencies 278
Share the information you have and your concerns clearly with other professionals from outside agencies 279
Use the information, guidance and strategies suggested by other professionals from outside agencies to inform... 279
Keep a journal or a diary about the children you teach, particularly if you have concerns 279
Appreciate the practicalities of multi-agency working 279
Taking it further 280
Books and journals 280
Web-based material 281
References 281
Appendix 283
Index 284