7th Edition
The SENCo Handbook Leading and Managing a Whole School Approach
Foreword
About the Authors
Acknowledgements
How to use this Handbook
Abbreviations
- Special Educational Needs: Legislative and Historical Perspectives
- Roles and Responsibilities within Whole-School SEN Co-ordination
- Identification, Assessment, Planning and Reviewing Provision
- Supporting Teaching and Learning
- Managing Effective Support
- Working with Parents, Children and Young People
- Working with Professionals and Organisations beyond the School.
- Working in Partnership at Transition Periods
- The SENCO's Role in Leading and Managing SEND Administration
- The SENCO's Role in Leading and Managing Change
- Supporting the SENCO in Developing Inclusive Practice
Activity Pack:
Activity 1 - Audit of Whole-School Policy
Activity 2 - Lesson Planning for Differentiation
Activity 3 - Support Policy Review
Activity 4 – SENCO Organisational Checklist
Activity 5 – Planning for Change: Impact Analysis
Appendices: The appendices are numbered as they relate to the chapters.
1a. Categories of disability used by LEAs (1959)
1b. Categories of Need in Code of Practice 2001/2015
1c. Definition of Disability
2a. Schedule 1: SEN (Information) Regulation
2b. Governor and Proprietor Responsibilities
2c. SENCO Responsibilities
2d. Strategic Overview of SEN Outcomes
3. Antecedents, Behaviour, Consequences, Debrief chart (ABCD)
4. Identifying Anxiety Triggers: The Anxiety Curve
6a. Different ways of observing children
6b. Definition of a parent (from glossary of terms in SEND Code (Dfe/DoH 2015: 283) and the Children Act 1989)
9a. Primary and Secondary data sheets
9b. EHC plan: Advice and information for EHC assessments
9c. Challenging questions for SENCos preparing for Ofsted inspection
10. Action Plan: improving the effectiveness of teaching assistants
Source Lists:
- Recommended Reading
- Voluntary Organisations
References
Index
Biography
Elizabeth Cowne has been involved in developing and delivering SENCo training for 35 years with several universities and many local authorities (LAs). She was the sole author of the first five editions of the SENCo handbooks and is author of many other publications.
Carol Frankl is Chair of Trustees of the Southover Partnership charity, which comprises a special school for secondary-aged children with autism and challenging behaviour, an outreach service providing support in school for children of all ages with SEND, and home tuition for children with complex needs. She also currently teaches the National Award for SEN Co-ordination course.
Liz Gerschel is an Education Consultant and trainer and has worked with school and local authority staff, managers and governors for more than 30 years. She was one of the co-creators of the NASENCo course for the UCL Institute of Education (IOE). She was also a Learning Difficulties Outreach Tutor at the University of Birmingham for many years and publishes on SEN, equalities and governance.
