First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.
Contributors; Abbreviations; Introduction; 1. Operating in the Context of Zero Tolerance John Dwyfor Davies, Philip Garner and John Lee 2. An Extremely Demanding Agenda Hazel Bines 3. The Problems of Interpretation and Guidance: The Consequences of SENCO Action from a Legal Point of View William Evans 4. SENCOs and the Code: No Longer Practising John Dwyfor Davies, Philip Garner and John Lee 5. The Impact of LEA Policy on the Role of the SENCO Roy Evans and Jim Docking 6. The Early Years: Luke’s Story Sue Rice 7. Small is Special: Making the Best Use of Scarce Resources Veronica Lee 8. Managing to Cope: Special Needs in a Large Primary School Kathy Bale 9. Two Pupils, Two SENCOs: Same Story Peter Russell and Sheila Russell 10. Spanning the Divide: The SENCO and Transition Tony Duckett 11. Establishing an Effective Relationship between SENCOs and Educational Psychologist Lesley Kaplan and Alison Scott-Baumann 12. The Role of the SEN Governor Gilliam Blunden 13. Partnership in Practice: Governors and SENCOs Working Together Stephan Grant 14. Writing and Implementing Individual Education Plans Janet Todd and John Cornwall 15. Compiling School Policies for Special Educational Needs: The Role of SENCO Jane Tarr and Gary Thomas 16. More Than Just Managing John Dwyfor Davies, Philip Garner and John Lee; Bibliography; Index
This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.