David Fulton Publishers
This text traces the development of special educational provision and goes on to concentrate on some of the key issues relevant to professionals currently working in the field. It looks at the recent drive towards inclusion and the implication this has for schools. In the present market-oriented context in education, there are a number of dilemmas facing schools that attempt to include all pupils and at the same time respond to the current focus on academic achievement in a national climate of competition and accountability. The book offers practical examples of ways to resolve these dilemmas at the level of the LEA, the school, the classroom and the individual child.
Part One gives an overview of special and inclusive education, current thinking around issues related to equal opportunities, and how this affects schools. It also illustrates how one Local Education Authority has tried to promote a policy of inclusion in its schools.
Part Two includes a discussion of the challenges facing teachers in schools who attempt to put current national policies related to inclusion into practice and provides practical examples of whole-school and classroom initiatives to support the learning of groups of pupils and individuals within them. Included are chapters on professional development for teachers of special educational needs, classroom strategies for teacher and pupil support teachers and advice on differentiation, OFSTED and inclusive schools, the SENCO in the secondary school, and equal opportunities for all.
This book will appeal to all teachers, SENCOs, head teachers and governors in every sector of the education system, parents, academics and course members on teachers' continuing professional development courses.
Part 1: Policy at national and local levels; The Warnock Report: 'The historical background'; Equal opportunities - for whom? Inclusive schools, the quality of education and OFSTED school inspection; Investigating inclusion: an evaluation of a teachers' professional development course; Part 2: Policy into practice in schools; The case of Downland; What's the weight of a badger? Teachers' experiences of working with children with learning difficulties; The special needs co-ordinator in the secondary school; Teacher support teams for special educational needs in primary schools; Working with outside agencies; Talking and working together; Helping readers who have fallen behind; Listening to children; Pupil participation in the social and education processes of a primary school; Classroom strategies for teacher and pupil support; Pygmalion lives on; Therapeutic provision in mainstream curri