Special Educational Needs for Newly Qualified Teachers and Teaching Assistants: A Practical Guide, 2nd Edition (Paperback) book cover

Special Educational Needs for Newly Qualified Teachers and Teaching Assistants

A Practical Guide, 2nd Edition

By Rita Cheminais

© 2010 – Routledge

134 pages

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Paperback: 9780415495837
pub: 2009-08-20
Hardback: 9781138133594
pub: 2015-11-02
eBook (VitalSource) : 9780203870570
pub: 2009-09-10
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This completely revised and updated edition addresses the most recent developments in Special Educational Needs. Essential reading for newly qualified teachers and teaching assistants, Rita Cheminais’s classic text now relates to current initiatives including Every Child Matters (ECM) and using personalised learning approaches. Many aspects vital to effective classroom practice are explored, including:

  • the latest Qualified Teacher Status Standards and the Occupational Standards for Supporting Teaching and Learning in Schools
  • recent legislation and key official reports and documents relating to SEN and ECM
  • the effective partnership working with multi-agency practitioners
  • up-to-date tips on how to meet OFSTEDs inspection requirements in relation to pupils well being, attainment and achievement
  • how to evaluate the impact of SEN/additional provision.

The book reflects the DCSF/National Strategies Inclusion Development Programme (IDP), and practical tips and strategies are given on how to meet the needs of a diverse range of pupils with additional educational needs (AEN), including: Speech, Language and Communication Needs, Moderate Learning Difficulties, Social Emotional and Behavioural Difficulties, sensory impairments and physical disabilities.

Featuring helpful checklists, templates and photocopiable resources to support professional development, this practical resource contains a wealth of valuable advice, as well as signposting to further information.

This authoritative text will provide fascinating reading for trainee and newly qualified teachers as well as experienced teachers and teaching assistants. Lecturers in higher education and consultants and advisors in Local Authority Children’s Services will also find this book a useful resource.

Table of Contents

List of Figures and Tables Foreword Acknowledgements Abbreviations How to use this Book Introduction 1. Working within the law and frameworks for SEN, disability and ECM The requirements of the Professional and Occupational Standards for Teachers and Teaching Assistants Demystifying the terminology Recent legislation related to SEN, disability and ECM Government frameworks & Codes of Practice for SEND, Inclusion & ECM Government reports & guidance on SEND, Inclusion, ECM & Safeguarding Recent research reports on SEN and Inclusion Useful resources Further activities 2. Making sense of SEN, disability, inclusion and ECM Professional requirements of teachers and TAs Identifying barriers to learning and participation Meeting a diversity of needs through personalised learning approaches The features of quality first teaching and inclusive classroom practice The waves of intervention Making best use of ICT to promote curriculum access Positive approaches to raising pupils self-esteem, developing their emotional literacy and managing their behaviour Meeting pupils well being across the curriculum and in school Useful resources Further activities 3. Assessing SEN/LDD pupil progress, monitoring and evaluating personalised provision Professional requirements of teachers and TAs Assessment for learning, well being and behaviour of pupils with SEN/LDD Tracking the progress of pupils with SEN/LDD Expectations for the progression of pupils with SEN/LDD RAISEonline and SEN pupil level attainment data Monitoring and evaluating provision and interventions for pupils with SEND Meeting the new OFSTED inspection requirements Useful resources Further activities 4. Developing constructive professional partnerships for collaboration and team working Professional requirements of teachers and TAs Effective partnership working with teaching assistants Productive partnership working with parents/carers of pupils with SEN Joint inter-professional values statement for inter-professional working Good practice principles for working with multi-agency practitioners Protocols for information sharing and confidentiality Engaging with ECM systems and procedures The role of the SENCO supporting NQTs and trainee teachers/TAs Roles and responsibilities of practitioners working with SEN/LDD pupils The role of the school improvement partner and SEN, disability and ECM The role of the AST and Excellent Teacher for SEN The role of the local authority SEN and Inclusion Consultant Useful resources Further activities Glossary References and Further Reading Index

About the Author

Rita Cheminais is a School Improvement Partner and a freelance education consultant.

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Special Education / General
EDUCATION / Teaching Methods & Materials / General