Raising the Achievement of All Pupils Within an Inclusive Setting: Practical Strategies for Developing Best Practice

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2009-12-04
  • Publisher: Routledge

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Schools everywhere are concerned with raising standards according to government requirements, particularly for those pupils who could be termed 'more able'. The key challenges revolve around government initiatives such as 'Every Child Matters', independent learning, inclusion and differentiation, thus making learning effective and successful for all pupils.

Author Biography

Belle Wallace works as a consultant on the education of gifted and talented pupils, both nationally and internationally. She is also Director of TASC International and immediate past president of NACE. Sue Leyden is an independent educational consultant and a charted educational psychologist. Diane Montgomery is Emeritus Professor in Education at Middlesex University, London. She is a qualified teacher and chartered psychologist specialising in research on giftedness and learning difficulties. Carrie Winstanley currently works with undergraduate and postgraduate education students, specifically concerning inclusion and able children with specific learning needs. Michael Pomerantz is an Associate Tutor to the DEdCPsy Course (initial training for Educational Psychologists) and the EdD Programme (research training fro practising EPs) at the University of Sheffield. He is also a Senior Educational Psychologist in Derbyshire. Sally Fitton is a Secondary School Improvement Adviser for Derbyshire local authority working in partnership with a range of schools in raising achievement.

Table of Contents

List of illustrationsp. ix
List of contributorsp. xi
Introductionp. 1
Tackling underachievement: maximising opportunities for all pupils in an inclusive settingp. 3
Social and emotional needs of gifted and talented underachieversp. 33
Gifted and talented children with special educational needs: lifting underachievement in dual and multiple exceptionalitiesp. 68
Providing challenging opportunities in the classroomp. 101
Defining a research communityp. 131
Organisational strategies: leadership and curriculum provisionp. 165
Conclusion and personal reflectionp. 188
Contextual data of the participating case-study schoolsp. 191
Able, gifted and talented child referral sheet (Portswood)p. 196
Flexible long-term planning for able learner profiled in Appendix 2p. 198
Indexp. 203
Table of Contents provided by Ingram. All Rights Reserved.

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