The Changing Face of Special Educational Needs
Impact and implications for SENCOs, teachers and their schools
Fully revised with the requirements of the 2014 new SEN Code of Practice, this second edition of The Changing Face of Special Educational Needs shows teachers, SENCOs and students in teacher training how to respond to the rapidly changing context of special education. This highly practical and accessible text unlocks the often confusing field of special education provision in schools today by:
- Summarising and clarifying new policy directions as they emerge, in light of the new SEN Code of Practice
- Suggesting clear, practical activities to bring the theory to life, helping practitioners to review and reflect upon their work;
- Encouraging critical reflection about existing systems within the school context, considering whether these will remain appropriate and ‘fit for purpose’;
- Giving opportunities for teachers, SENCOs and senior leaders to contextualise the new changes in terms of the implications for practice in their own school.
Including a new chapter on Using Technologies to Support the Development of Inclusive Practices, this text is packed with activities, case studies and points for reflection. It will help the teacher, SENCO, senior leader or advisor to make sense of the rapid pace of change of policy and terminology related to SEN and supports readers in a positive way, emphasising the exciting opportunities that these changes will provide for developing new, innovative and creative working practices.
This book will also be essential reading for all SENCOs completing the National Award for SEN Coordination.
Table of Contents
Acknowledgements Chapter 1. Re-examining practices in a time of change Chapter 2. The Changing Policy Context Chapter 3. The changing SEN system Chapter 4. Statutory responsibilities for SEN: whose job is it anyway? Chapter 5. The role of the SENCO Chapter 6. New ways of working Chapter 7. Coordinating, implementing and evaluating provision Chapter 8. Working with pupils with SEN and/or disabilities and their parents Chapter 9. Developing and evaluating practices in an era of change References Appendices
Alison Ekins is Course Director for the National Award for SEN Coordination at Canterbury Christ Church University, UK, as well as Head of the Foundation Learning Department and Director of High Needs Provisions within an Academy Trust
"This book, although aimed squarely at school teachers, has been updates to include the latest legislative changes, which apply equally to further education providers and practitioners. Packed with practical information and activities, it will offer much to FE practitioners and managers." - InTuition