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

by Wallace; Belle

• ISBN13: 9780415549493
• ISBN10: 0415549493
• Format: Nonspecific Binding
• Copyright: 2009-12-04
• Publisher: Routledge

Summary

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 illustrations	p. ix
List of contributors	p. xi
Introduction	p. 1
Tackling underachievement: maximising opportunities for all pupils in an inclusive setting	p. 3
Social and emotional needs of gifted and talented underachievers	p. 33
Gifted and talented children with special educational needs: lifting underachievement in dual and multiple exceptionalities	p. 68
Providing challenging opportunities in the classroom	p. 101
Defining a research community	p. 131
Organisational strategies: leadership and curriculum provision	p. 165
Conclusion and personal reflection	p. 188
Contextual data of the participating case-study schools	p. 191
Able, gifted and talented child referral sheet (Portswood)	p. 196
Flexible long-term planning for able learner profiled in Appendix 2	p. 198
Index	p. 203
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