Clear and accessible, Using an Inclusive Approach to Reduce School Exclusion supports an inclusive approach to teaching and learning to help schools find ways to reduce exclusion and plan alternative approaches to managing the pathways of learners at risk.
Offering a summary of the contemporary context of DfE and school policy in England, this book considers:
- Statistics and perspectives from Ofsted
- The literature of exclusion and recent research into effective provision for learners with SEN
- The key factors underlying school exclusion
- Case studies and practical approaches alongside theory and research
- The impact of exclusion on learners at risk
Written by experienced practitioners, Using an Inclusive Approach to Reduce School Exclusion encourages a proactive approach to reducing exclusion through relatable scenarios and case studies. An essential toolkit to support the development of inclusive practice and reduce exclusion, this book is an invaluable resource for SENCOs, middle and senior leaders.
Table of Contents
Acknowledgements; Foreword by Dr Tina Rae; Foreword by Dr Adam Boddison; Poem; How to use this book; Introduction; Part 1; Chapter 1 Background Context to Exclusion; Chapter 2 Informal and Internal Exclusion; Chapter 3 Impact of Exclusion; Part 2; Chapter 1 Definitions of Inclusion; Chapter 2 Theoretical Framework for an inclusive approach; Chapter 3 Challenges; Chapter 4 Approaches for Leading Inclusive Practice; Part 3 Introduction; Chapter 1 Effective Inclusive Partnerships; Chapter 2 Speech, Language and Communication Skills; Chapter 3 Social Communication Skills; Chapter 4 Emotional Literacy; Chapter 5 Thinking about the Sensory Environment; Chapter 6 Transition; Chapter 7 Nurture Groups; Chapter 8 Thrive; Chapter 9 Restorative Justice; Chapter 10 Emotion Coaching; Chapter 11 Therapeutic Approaches; Chapter 12 Staff wellbeing; Part 4 Framework for Reflection; Part 5 Conclusion; Index
Tristan Middleton is Senior Lecturer in Education and Joint Course Leader for the MA Education suite at the University of Gloucestershire. Tristan is an experienced primary school class teacher, Senior Leader, Special Educational Needs Coordinator and designated teacher for both safeguarding and looked-after children. He also ran a nurture group for seven years. Tristan is Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCO Award Provider Partnership and also a member of NurtureUK’s Research, Evidence & Ethics Trustee Sub-Group.
Lynda Kay is a Senior Lecturer in Inclusion/SEN and Joint Academic Course Leader for the MA Education suite and the PG Cert NASENCO at the University of Gloucestershire. Lynda is an experienced primary school teacher, SENCO, designated teacher for safeguarding, Senior Leader and local authority specialist SEN advisory teacher. Lynda is Vice Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCO Award Provider Partnership Working Group. Lynda is studying for a PhD – her research is focused upon exploring effective pedagogy for children with speech, language and communication needs who present with challenging behaviour in primary schools in England.
"The authors give impassioned as well as coherent reasons for continuing to pursue and re-energise inclusion from early years to secondary school. The well-being, knowledge, skills and qualities of staff are acknowledged as essential. The book provides a sound tool for making a difference to how the mountain may be climbed as the profession aspires to achieve both quality and equality through successful inclusion." - Aneith Thomas, Educational Psychology in Practice