Using an Inclusive Approach to Reduce School Exclusion A Practitioner’s Handbook
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.
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
"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