Addressing Special Educational Needs and Disability in the Curriculum: History  book cover
2nd Edition

Addressing Special Educational Needs and Disability in the Curriculum: History

ISBN 9781138683488
Published April 13, 2017 by Routledge
196 Pages 28 B/W Illustrations

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Book Description

The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning.  

Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to:

  • Make history education accessible and engaging to pupils of all abilities
  • Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning
  • Develop inclusive practical demonstration and role play techniques to aid conceptual understanding
  • Set assessment objectives
  • Deploy in-class support effectively

An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers.

In addition to practical activities and supporting material contained in the book, there are also free online resources for readers to download and use in the preparation of successful, inclusive lessons for all pupils.

Table of Contents

Series authors  A few words from the series editor Acknowledgements Introduction  1. Meeting SEND: your responsibiliy  2. Teaching and learning  3. Inclusive classrooms  4. Role play and practical demonstration  5. Monitoring and assessment  6. Managing support  Appendices

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Richard Harris is Associate Professor in history education and Director of Teaching and Learning at the Institute of Education, University of Reading.

Ian Luff is Associate Tutor on the PGCE history course, University of East Anglia.