Inclusion for primary school teachers / Nancy Gedge.

Format:

Book

Author/Creator:

Gedge, Nancy, author.

Series:

Outstanding Teaching

Language:

English

Subjects (All):

Inclusive education.

Primary school teachers--Attitudes.

Primary school teachers.

Special education.

Physical Description:

1 online resource (193 p.)

Edition:

1st ed.

Place of Publication:

London, England : Bloomsbury, 2016.

Summary:

This book serves as a practical guide for primary school teachers to foster an inclusive learning environment for students with special educational needs and disabilities (SEND). It provides insights into the concept of inclusion, the application of the 2014 SEND Code of Practice, and strategies for identifying and addressing various learning needs. Topics include removing barriers to learning, managing behavior, developing effective relationships with parents and colleagues, and assessing progress. The author emphasizes the importance of understanding the social model of disability and adapting teaching methods to meet diverse needs. The book is designed to empower teachers with actionable strategies, reflective exercises, and a deeper comprehension of inclusivity, aiming to enhance the learning experience for all students. Generated by AI.

Contents:

Cover; Half-Title; Series Page; Title; Imprint; Dedication; Contents; Acknowledgements; Preface; How to use this book; Introduction - everyteacher is a teacherof special educationalneeds; The inclusive teacher; Chapter 1 What is inclusion?; The inclusive classroom; The inclusive school; Inclusion beyond the school; Success criteria; A question to answer; Chapter 2 The new SEND code of practice - what you need to do about it; The four categories of SEND, and what they mean; Identifying special educational needs; A graduated approach; Every teacher is a teacher of special educational needs

EHCPs - a beginner's guideShort-term plans and setting SMART targets; A question to answer; Chapter 3 Making adjustments and removing barriers; A social model of disability; Differentiating lessons; Differentiating homework and realistic expectations; Support in class and the playground - using TAs creatively; Dilemmas and questions; Planning activities - dos and don'ts; A question to answer; Chapter 4 Managing behaviour; Behaviour as communication; Systems - how to help a child with SEND behave; Being fair; Communicating with parents about behaviour and working together; A question to answer

Chapter 5 Common labelsFour areas of need; Autism (ASD); Dyslexia; Dyspraxia; ADD/ADHD; Attachment disorder; Down's syndrome; Global delay; Cerebral palsy; Sensory processing, working memory and executive function; The problem with labels; A question to answer; Chapter 6 Relationships; The character of the teaching relationship; A relationship with the child; Relationships with your colleagues; Relationships with parents, carers and siblings; The power of listening; A question to answer; Chapter 7 Assessment; Making small steps; Making sure that learning is learned; Criteria for assessment

Reporting to parentsHanding the child on to the next teacher; A question to answer; Chapter 8 Jargon buster; The most common acronyms and abbreviations; Common terms; Where to go for specialised information and support; What to do when things go wrong; A question to answer; Recommended reading; Index

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (ebrary, viewed May 18, 2016).

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

1-4729-2115-1

OCLC:

949274741