Special Educational Needs and Disabilities in Schools: A Critical IntroductionSpecial Educational Needs and Disabilities in Schools is a key resource in supporting student teachers during and beyond their teaching training to begin to understand how, and be able, to address the needs of children and young people within schools and college in line with the Code of Practice (DfE, 2014). Drawing on her wealth of experience and up-to-date theory, Janice Wearmouth explores current legislation related to special educational needs and disability (SEND) within a historical and geographical context so that readers can understand how and why the current SEND policy and practice has developed as it has. She considers assessment and planning in relation to both informal and standardised approaches, and offers ways to engage with young people's, peers' and families' views and experiences. Wearmouth focuses on ways to understand, assess and address the most common forms of SEND: literacy and numeracy difficulties and behavioural concerns related to social, emotional and mental health. She discusses how ICT might be used to include young people with various degrees of difficulty in learning and explores professional relationships and partnership work with parents and families. Throughout this engaging guide, readers are supported with clear questions of focus for each chapter, and within each chapter exemplars and vignettes, and reflective and discussion activities for individuals and groups, can be found to enable them to consider their own practice to ensure that all young people can learn effectively in their classrooms. The supportive companion website provides a wealth of further reading resources. |
Contents
General considerations | 1 |
Chapter 2 A historical perspective and the current legal position | 21 |
Chapter 3 Assessment of and planning for learning needs | 53 |
Chapter 4 Approaches to understanding and addressing four areas of need | 85 |
Chapter 5 Focus on literacy difficulties | 117 |
Chapter 6 Focus on numeracy difficulties | 155 |
Chapter 7 Focus on behaviour in schools and colleges | 183 |
Chapter 8 Uses of technology to support learning needs | 207 |
Chapter 9 Professional relationships with others | 229 |
Moving forward | 245 |
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Common terms and phrases
ability able achievement additional support and/or approach appropriate areas assessment assist associated begin behaviour bullying Chapter child classroom clear Code colleges communication concept consider context curriculum difficulties disabilities in schools discussion effective enable encourage England ensure environment example expected experience experience difficulties experienced families feel focus four hearing identified important individual involved issues kind language learners learning letters literacy mathematics means meet needs and disabilities notes parents particular peers person physical positive possible practice principles problems progress provision pupils questions reading Reflective activity relation responsibility result seen sense skills social sounds Special educational needs spelling staff stage Step strategies symbols talk tasks teachers teaching understanding United visual whole writing written young person