First published in 1995. This book responds to the multiplying demands for support and training for teachers of integrated classes in mainstream schools. Such support through school-based development initiatives enhances teachers’ abilities to meet the emotional, behavioural and learning needs of their pupils. This volume aims to assist school staff to further their efforts in curriculum content and delivery, teacher-pupil and classroom relationships and parent involvement.
Acknowledgements; Preface to the Second Edition; Introduction; Part One: Crossing Professional Boundaries; 1. Bridging the Gaps 2. Examples of Case Discussions with Groups of Teachers 3. Support Staff Groups: An Example of Their Development in One Local Area; Part Two: A Framework for Teacher Support and Staff Development; 4. Approaches to Treatment and Consultation 5. The Meetings: Purpose and Foci; Part Three: Providing Support: Guidelines and Tasks; 6. Developing On-going Support and Training Groups in a Variety of School Settings: Role and Task of School-based or Outside Consultants and of Special Needs Co-ordinators 7. Meeting the Needs of Staff and Students in the Context of a Co-ordinated In-service Structure: A Summary 8. School-based INSET Support: Who Supports the Supporters?; Bibliography
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.