101 essential lists for SENCOs / Kate Griffiths and Jo Haines.

Format:

Book

Author/Creator:

Griffiths, Kate, author.

Haines, Jo, author.

Series:

101 essential lists series.

101 Essential Lists Series

Language:

English

Subjects (All):

Special education.

Physical Description:

1 online resource (141 pages).

Edition:

1st ed.

Place of Publication:

London, [England] ; New York, New York : Continuum, 2006.

Summary:

To all those teachers working in learning support, if you only buy one book this year, make it this one. It is clear concise and to the point. Lyn Wright, Cluster Manager Inclusion, Failsworth SchoolIn this practical book for SENCOs lists range from the understanding the crucial role of the SENCO?' to detailed overviews of, and strategies to cope with, the common special educational needs.

Contents:

Cover

CONTENTS

CHAPTER 1: The Role of the SENCO

1 The job description

2 The multi-talented SENCO

3 Other talents required

4 A prayer

CHAPTER 2: Getting Organized

5 Are you a good time manager?

6 Time-management tips

7 Chairing meetings

8 Writing reports

9 Timetables

10 Effective planning, monitoring and evaluation

11 Getting on top of administration

12 Good communication

13 Forging home-school links

14 Effective provision for pupils

15 Continuing professional development

16 Diary for the start of the school year

17 Diary for the end of the school year

18 Other tasks for the diary

19 Ten commandments for stress reduction

CHAPTER 3: Classroom Management

20 Organizing the environment

21 Lessons

22 Behaviour management

23 Rewards and sanctions

24 Managing individuals

CHAPTER 4: Individual Special Needs

25 Attention deficit hyperactivity disorder: general indicators

26 ADHD: stimulant medication

27 Autistic spectrum disorders

28 ASD: general characteristics

29 ASD: including and supporting pupils

30 ASD: special interests, communication and social skills

31 ASD: breaktimes and lunchtimes

32 Developmental dyspraxia: general indicators

33 Developmental dyspraxia: including and supporting pupils

34 Developmental dyspraxia: other ways to help

35 Dyslexia: general indicators

36 Dyslexia: identification and provision

37 Checklist for a dyslexia-friendly school

38 Dyslexia: including and supporting pupils

39 Dyslexia: presenting written work

40 Dyslexia: spelling

41 Dyslexia: building self-esteem

42 Hearing impairment: general indicators

43 Hearing impairment: including and supporting pupils

44 Visual impairment: general indicators

45 Visual impairment: including and supporting pupils.

46 Visual impairment: in the classroom

47 Speech and language difficulties: general indicators

48 Speech and language difficulties: a checklist

49 Speech and language difficulties: supporting pupils

CHAPTER 5: Observation and Assessment

50 Why we need assessment

51 Types of assessment

52 Formative assessment

53 Observation

54 P scales

55 Information gathering and assessment

56 Assessing literacy skills

57 Assessing numeracy skills

58 Evaluating speech, language and communication

59 Observing behaviour

60 Checking motor skills

61 Wechsler Intelligence Scale for Children

CHAPTER 6: Legislation and Government Initiatives

62 SEN Code of Practice

63 School Action

64 Statutory assessment and statements

65 Individual education plans

66 Provision maps

67 Types of provision mapping

68 Drawing up your provision map

69 Disability Discrimination Act

70 Every Child Matters

71 Making Every Child Matters work

72 Ofsted and SEN

73 When the inspectors arrive...

74 What the inspectors want to see

75 Judging effective leadership

76 SEN tribunals

CHAPTER 7: Special Interventions

77 The three Waves

78 Literacy intervention

79 Difficulties with mathematics

80 Intervention for pupils with mathematical difficulties

81 DARTs

82 Paired reading

83 Mind-maps

84 Spelling tips for pupils

85 What is miscue analysis?

86 Using miscue analysis

CHAPTER 8: Managing Teaching Assistants

87 The TAfs role: levels 1 and 2

88 The TA's role: levels 3 and 4

89 Keeping TAs happy

90 What to look for in a TA

91 Appointing TAs

92 The performance management process

93 TAs working with teachers

94 Whole-class teaching

95 Group and individual sessions

96 TAs and behaviour management

CHAPTER 9: Useful Information.

97 Software for developing and supporting literacy

98 Advice on purchasing software

99 Useful publications

100 Useful websites

101 101 ways to say 'well done'.

Notes:

Description based on print version record.

ISBN:

1-4411-6520-7

OCLC:

965168432