2nd Edition

Addressing Special Educational Needs and Disability in the Curriculum: Religious Education

By Dilwyn Hunt Copyright 2018
    186 Pages 19 B/W Illustrations
    by Routledge

    186 Pages 19 B/W Illustrations
    by Routledge

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    The SEND Code of Practice (2015) 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 RE lessons accessible and interesting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of special educational needs and disabilities and show how the RE teacher can reduce or remove any barriers to learning.

    Offering strategies that are specific to the context of RE teaching, this book will enable teachers to:

    • create a supportive environment which maximises learning opportunities;
    • plan the classroom layout and display to enhance learning;
    • help students of all levels to gain confidence in their reading and writing ability;
    • stimulate discussion and develop thinking skills through using stimuli such as religious art, music, artefacts and films;
    • successfully train and fully use the support of their teaching assistants.

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

    In addition to free online resources, a range of appendices provide RE teachers with a variety of writing frames and activity sheets to support effective teaching. This is an essential tool for RE teachers and teaching assistants, and will help to deliver successful, inclusive lessons for all pupils.

    Introduction  1. Meeting Special Educational Needs: Your Responsibility  2. The Inclusive Religious Education Classroom  3. Teaching and Learning  4. Monitoring and Assessment  5. Managing support  6. Real pupils in Real Classrooms  References and Contacts  Appendices


    Dilwyn Hunt works as an independent RE adviser working in schools and for local authorities and SACREs.

    I do not own the current edition of this book as I was not aware of its existence until now. I would have bought it if I'd been aware of its existence, as I would have found a set of subject-specific guides to personalisation most useful in my work training and advising secondary and primary colleagues.

    There is much in this book that is still relevant and useful and could be used almost as it is (such as the recommended strategies); it is mainly just a limited number of general updates that are needed.

    I would definitely buy the new edition.

    Pippa Whittaker, City Academy Bristol; Inclusion Department