Additional Information
Book Details
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 |