An accessible resource for teachers, school leaders and parents. Easy-to-follow guidance for implementing Total Inclusivity into a curriculum and its delivery. Explanation as to terms and language associated with Total Inclusivity and easy-to-follow guidance for addressing Total Inclusivity issues and questions which might arise in the classroom or staffroom. Offers a series of reflection points for teachers and school leaders to consider their progression towards a Totally Inclusive school climate.

Teaching assistants are an integral part of classroom life, yet pioneering research by the authors has shown schools are not making the most of this valued resource. Evidence shows the more support pupils receive from TAs, the less academic progress they made. Yet the reason for this has little to do with TAs. It is decisions made about them by school leaders and teachers that best explain this provocative finding. The fully updated second edition of this book draws on the experiences of schools that have put this guidance into action via the Maximising the Impact of Teaching Assistants programme. Revised to reflect the latest research evidence and changes within education, including the 2014 SEND Code of Practice, this book will help school leaders and teachers in primary and secondary settings to rethink the role, purpose and contribution of TAs, and add real value to what can be achieved in classrooms. Setting out a field-tested process, structured around a coherent and empirically sound conceptual framework, this book: helps school leaders review, reform and reenergise their TA workforce provides practical strategies to implement in the classroom illustrates key points with new case studies provides photocopiable templates and resources to support decision-making and action. Maximising the Impact of Teaching Assistants provides much-needed and evidence-informed guidance on how to unleash the huge potential of TAs, and is essential reading for all school leaders.

This accessible guide supports school and education settings in co-producing SMART targets for education health and care plans, SEN support plans and Personal Education Plans. The book encourages educators to collaborate with children, young people and their caregivers to gain an in-depth understanding of their views, aspirations, strengths and areas of challenge, and to write purposeful, specific, measurable and achievable targets. Each chapter offers successful approaches to capture authentic voice, with a variety of contributors sharing their journey to improve child and family leadership by developing child-centred approaches in their contexts. The book includes case studies and reflective activities to further support the reader with creative and innovative approaches to SMART targets that are underpinned by the child's perspective. With contributions from a range of schools, and across age phases, this book encourages and enables collaboration with children, young people and their caregivers, and will be essential reading for SENCOs, designated leads for safeguarding, teachers and senior leaders in both mainstream and specialist settings.

This book studies the state of tribal education in India. India has the single largest tribal population in the world, yet the tribal community remains one of the most economically impoverished and marginalized groups in the country. The volume * Examines the educational status of the tribal population and studies developmental issues such as unemployment, illiteracy, caste discrimination, and inequality faced by the community. * Studies the implementation and execution of welfare schemes, initiatives, and reforms in place to tackle issues faced by tribal students and identifies loopholes in the various centrally sponsored schemes. * Emphasizes the importance of the Right to Education Act and presents policy implications for the educational uplift of India's very many millions of tribal people. A critical study of the Indian education system, this book will be indispensable to students and researchers of education, education policy, minority studies, indigenous studies, sociology of education, and South Asian studies.

This book helps readers understand, teach, and support children with persistent low academic achievement who don't meet special education eligibility criteria, or for whom Tier 2 MTSS interventions are insufficient. Designed to be implemented in inclusive classrooms with minimal resources, comprehensive chapters cover topics from reading, writing, and math to executive functions, SEL, and mental health. This critical, ground-breaking volume provides teachers, psychologists, and counselors with an understanding of the issues children and adolescents with mild cognitive limitations and other causes of low academic achievement face, as well as detailed, evidence-based teaching practices to support their academic and social and emotional learning.

This book helps readers understand, teach, and support children with persistent low academic achievement who don't meet special education eligibility criteria, or for whom Tier 2 MTSS interventions are insufficient. Designed to be implemented in inclusive classrooms with minimal resources, comprehensive chapters cover topics from reading, writing, and math to executive functions, SEL, and mental health. This critical, ground-breaking volume provides teachers, psychologists, and counselors with an understanding of the issues children and adolescents with mild cognitive limitations and other causes of low academic achievement face, as well as detailed, evidence-based teaching practices to support their academic and social and emotional learning.

Divided into two volumes, the Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Volume II addresses research-based practices, offering a deep dive into tiered systems of support and advances in interventions and assessments, as well as socially, emotionally, culturally, and linguistically relevant practices. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

• Content fully updated to reflect new SEND Review. • Fresh analysis of evidence-based intervention programmes and the replacement of school case studies with new ones. • Greater emphasis on what high quality inclusive classroom teaching and school/classroom environments look like. • Addition of key takeaways at end of each chapter, and suggestions on how SLT and governors can support the SENCO in implementing the ideas . • Jean Gross is a national expert on special needs, formerly holding the role of England’s Communication Champion for children and has had widespread exposure in the media.

• Every teacher will meet learners with dyscalculia or maths learning difficulties in their classroom • Teachers’ understanding of dyscalculia will lead to a more positive outcome for all their learners. • This book gives pragmatic information in an accessible format that can help teachers in supporting pupils with dyscalculia and difficulties in learning maths. • Some suggestions for immediate impact and ideas for more detailed interventions and departmental policies that can also help support these learners. • The strategies will improve learning for many pupils who have not been identified with maths learning difficulties or dyscalculia.

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education. This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.

International Perspectives on Inclusion within Society and Education explores how the theme of inclusion in education and society plays out across different nations and cultures. Covering topics like dual citizenship, political loyalty, and migration, it includes important discussions around poverty, educational disadvantage, youth radicalisation and inequality. With perspectives from a wide range of countries, including the USA, UK, Finland, Kosovo, Albania, Poland, Lithuania, Latvia, Hungary, the Czech Republic, Slovakia and India, this book explores how issues of inclusion are often decided by a majority for the majority, which can lead to included minorities feeling disadvantaged and paradoxically excluded. While setting up a strong case for inclusion in society and education, it considers factors such as poverty and mental health both nationally and internationally and evaluates the effectiveness of additional financial resources and educational support in creating an inclusive world. This book will be of great interest for academics, researchers, and post graduate students in the fields of comparative education, inclusive education, sociology, political sciences and social work.

This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research. Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research. Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.

Foregrounding the perspectives of students from Barbados and St. Vincent, this book offers valuable insight into the implementation and effectiveness of international policies designed to improve educational inclusion in the Caribbean. Drawing on pupil participatory research conducted with adolescents in disadvantaged and high-achieving schools, the text reveals differences in how international policies are reflected in schools, highlighting the role of student and school leadership, community building in and outside of schools, and transformative teacher pedagogy in achieving educational equity. Situating pupil participation and student consultation in its theoretical and policy context in the Caribbean, the author examines the findings on educational inclusion and their implications for policy development in order to propose a new model to boost pupil consultation and increase academic inclusion and engagement. Juxtaposing students' voices from a variety of socioeconomic, cultural, disability, and ethnic backgrounds, Caribbean Student Voices and Educational Inclusion is a great companion reader for educators, policymakers, and researchers undertaking work on inclusive education in developed and developing nations.

ResearchSEND was developed to promote the importance of research in meeting the needs of learners with SEND through events, collaborations, publications and research projects. Here, Michelle Haywood edits a collection of short essays spanning the latest SEND-related research and detailing how practice can be enhanced by that research. Each chapter ends with accessible bullet points on how the research can be integrated into the classroom.

This completely revised and updated edition, previously published as Special Educational Needs for NQTs and TAs, addresses the latest Teachers' Standards, and their application in meeting the most recent developments and changes in the special educational needs system and the new SEN Code of Practice. Essential reading and an invaluable guide for all qualified, newly qualified and trainee teachers, this highly practical text relates to those accessing SEN training via teaching school alliances, as well as Higher Education. Full of tips and strategies on how to meet the needs of a diversity of children and young people with special educational needs, in a range of educational settings, chapters cover: the latest Teachers' Standards aligned to the most recent SEND changes the revised SEN Code of Practice, the Children and Families Act, and the Equality Act and its related Duties teaching schools, specialist leaders of education in SEN, and new training models for building teacher capacity in SEN how to meet the latest OFSTED inspection requirements for SEND what works best in the effective teaching of pupils with SEN and those eligible for the pupil premium Featuring useful checklists, templates and photocopiable, downloadable resources to support professional development in SEN, this practical resource contains a wealth of valuable advice, in addition to signposting to further information. This no-nonsense, down-to-earth authoritative text will provide essential reading for all experienced qualified, newly qualified and trainee teachers, as well as to those delivering SEND training in Higher Education, local authorities, and in teaching schools and their alliances.

The studies collected in this volume embody the results of research conducted in the mid 1950s into various theoretical problems in international economics. They fall into three groups - comparative cost theory, trade and growth and balance of payments theory. This volume consolidates the work of previous theorists and applies mathematically-based logical analysis to theoretical problems of economic policy.

As an early childhood professional, you play a key role in the early identification of maltreatment and unhealthy patterns of development. You are also the gateway to healing. In Reaching and Teaching Children Exposed to Trauma, you will find the tools and strategies to connect with harmed children and start them on the path to healing. Award Winner! Recipient of 2016 Academics' Choice Smart Book Award

Divided into two volumes, Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

Divided into two volumes, the Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Volume II addresses research-based practices, offering a deep dive into tiered systems of support and advances in interventions and assessments, as well as socially, emotionally, culturally, and linguistically relevant practices. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

This book analyses the value orientation system of education in Tibet and examines the special education interventions aimed at children with disabilities in the region. The authors draw on their interviews with students, parents and teachers to shed light on how education is viewed by the general population in Tibet. The book looks at themes such as traditional Tibetan education, the ways in which value orientation affects the development of disabled children, the role of special education interventions in building self-esteem and confidence and the importance of developing pedagogical care and special schools in Tibet. It also reviews China's existing legal provisions and policies dedicated to persons with disabilities in comparison with Tibet. Finally, it emphasizes the role of practicing social acceptance for children with special educational needs and recommends developing special education interventions based on the cultural foundation and real social conditions of the ethnic group. Based on in-depth qualitative and quantitative research, this book will be of interest to teachers, students and researchers of education, special education, curriculum studies, sociology, anthropology, disability studies, minority studies and cultural studies. It will also be useful for educationalists, special education institutions, policymakers, social activists and NGOs.

This programme aims to provide children aged 4-7 years with awareness and strategies for keeping safe. Although it may be difficult to accept, children and young people from any community, including those with disabilities, can be put at risk of harm, abused or hurt, regardless of their age, gender, religion or ethnicity. All children have the right to be safeguarded from abuse or neglect so they have the opportunity to reach their potential and be successful adults. Protective behaviours teaches children to develop an awareness of personal safety; helps them to identify and express their feelings; make choices and solve problems. First Steps to Safety has taken the core protective behaviour principles and created a teaching framework with overarching aims, with supporting lesson plans, resources and activities, in a 10 week programme that can be picked up and used by anyone in school wanting to empower children and young people of any age and any capability to develop personal safety. The information and strategies provided to children are generic and applicable across a range of situations that may arise, for example bullying, internet safety, being harmed, feeling sad or feeling unsafe. Sessions include: my body parts showing my feelings my body, thoughts and feelings all go together feeling safe behaviour choices to empower children to feel safe and know they have a right to fee safe to give children the confidence and ability to assertively manage their own safety to teach children the skills to take responsibility for their own bodies, thoughts, feelings and behaviour to enable children with a range of communication abilities to ask for help for children to have awareness of their body, thoughts, feelings and behaviour have a vocabulary to express how their thoughts and feelings affect their bodies know the early warning signs for feeling unsafe know they can make different behaviour choices based on feelings know who good people are to go to for help and how to ask for help.

Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

As an early years practitioner, you will educate and care for children with a range of developmental needs and differences. This essential book introduces you to a play-rich approach providing both universal and targeted ideas that will support social and emotional development and ensure that children feel safe, secure, and nurtured. Using the four broad areas of need as a guide, each accessible chapter positions wellbeing at the heart of an effective approach to inclusion and offers meaningful and responsive teaching practices that create a sense of belonging and acceptance. Founded in the latest research, the book presents key knowledge alongside ideas and activities to support wellbeing, which can be embedded into the child's everyday experiences and adapted to meet their individual needs. This book offers: Evidence-based strategies and techniques that have a positive impact on the long-term social and emotional wellbeing of children with SEND. Guidance through the four broad areas of need, with a focus on play, learning, and developing an emotionally healthy early years environment. Examples of practice in action. Case studies, reflective questions, and activities that will upskill the reader and empower them in their role. Providing up to date, transferrable and essential knowledge on SEND in the early years, this is an essential resource for any practitioner looking to expand their repertoire and enrich the wellbeing of children with SEND.

From the author of the phenomenal Sunday Times bestsellers 'One Child' and 'Ghost Girl', comes a startling and poignant memoir of three people's victimisation and abuse - and their heartbreaking but ultimately successful steps to recovery, with the help of Torey Hayden, an extraordinary teacher. Two children trapped in a prison of silence and a woman suffering in the twilight of her years - these are the cases that would test the extraordinary courage, compassion and skill of Torey Hayden and ultimately reaffirm her faith in the indomitable strength of the human spirit. While working in the children's psychiatric ward of a large hospital, Torey was introduced to seven-year-old Cassandra, a child who had been kidnapped by her father and was found dirty, starving and picking though rubbish bins to survive. She refused to speak, so Torey could only imagine what she'd been through. Drake, by contrast, was a charismatic four-year-old who managed to participate fully in his pre-school class without uttering a single word. Then, there was Gerda, eighty-two, who had suffered a massive stroke and was unwilling to engage in conversation with anyone. Although Torey had never worked with adults, she agreed to help when all other efforts had failed.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.