Managing Special Educational Needs : A Practical Guide for Primary and Secondary Schools

by Suanne Gibson

• ISBN13: 9781412903035
• ISBN10: 1412903033
• Edition: 1st
• Format: Paperback
• Copyright: 2005-05-19
• Publisher: SAGE Publications Ltd

Summary

Written from a practitioner's perspective, this book shows schools how to effectively implement and manage an inclusive school environment. Drawing from their experience in a range of schools, the authors highlight the problems encountered by professionals in both primary and secondary school settings and offer practical solutions and advice.The book offers guidance on: the role of the SENCO as a teacher and manager; government policy and legislation; self-evaluation, good practice and monitoring; how to relate SEN to school targets and development plans.

Author Biography

Suanne Gibson is Senior Lecturer in Disability and Inclusion at the University of Plymouth Sonia Blandford is Professor and Dean of Education at Canterbury Christ Church University College

Table of Contents

Acknowledgements	ix
Glossary	x
Prologue	xii
Preface	xiii
Special Educational Needs	1	(13)
Introduction	1	(3)
Section One: Education of children with disabilities (1870--1970)	4	(4)
Section Two: The emergence of special educational needs (1971--1989)	8	(4)
Executive summary	12	(2)
Devolution and Inclusion	14	(19)
Introduction	14	(1)
Section One: Defining inclusion, government policy and emerging tensions	15	(7)
Section Two: The pupils' voice	22	(3)
Section Three: The parents'/guardians' voice	25	(2)
Section Four: The teachers' voice	27	(4)
Executive summary	31	(2)
The School as a Community	33	(16)
Introduction	33	(1)
Section One: Defining schools as a community	34	(3)
Section Two: School, home and the community	37	(1)
Section Three: Parents and families	38	(3)
Section Four: Case studies	41	(7)
Executive summary	48	(1)
From the Community to the Classroom	49	(24)
Introduction	49	(1)
Section One: A new approach to learning and teaching	50	(5)
Section Two: The Special Educational Needs Co-ordinator (SENCO) and SEN team	55	(2)
Section Three: The Acknowledge Understand Provide (AUP) practitioner	57	(14)
Executive summary	71	(2)
Leadership and Management	73	(25)
Introduction	73	(1)
Section One: Leadership and management	74	(6)
Section Two: Management systems and structures	80	(2)
Section Three: The role of the SENCO	82	(12)
Section Four: Funding	94	(2)
Executive summary	96	(2)
External Agencies and the School Community	98	(15)
Introduction	98	(1)
Section One: Principles	99	(3)
Section Two: Multi-agency support -- external agents	102	(6)
Section Three: Individual Education Plans	108	(2)
Section Four: Case study	110	(1)
Executive summary	111	(2)
A Policy for Practice	113	(14)
Introduction	113	(1)
Section One: Democratic school management	114	(2)
Section Two: Effective and inclusive schools	116	(2)
Section Three: Creating and implementing a SEN policy	118	(3)
Section Four: How to monitor, review and evaluate a SEN policy	121	(2)
Section Five: Setting targets for pupils with SEN	123	(2)
Executive summary	125	(2)
Professional Development in an Inclusive and Effective School	127	(15)
Introduction	127	(1)
Section One: Developing an AUP practitioner	128	(3)
Section Two: Mentoring	131	(3)
Section Three: Teaching Assistants (TAs)	134	(1)
Section Four: Planning whole-school professional development	135	(3)
Section Five: In-service training for teachers (INSET)	138	(1)
Section Six: Evaluating INSET	139	(1)
Executive summary	140	(2)
Final word	142	(1)
References	143	(11)
Index	154