This comprehensive resource provides a range of perspectives on inclusion, giving Special Educational Needs Co-ordinators (SENCOs) the opportunity to consider the principles and practice that underpin their leadership role. Offering a blend of academic and professional knowledge, each chapter explores different aspects of the role of the SENCO and supports areas that will be considered as part of the National Award for SENCOs. A variety of essential topics are covered, from the importance of SEND provision and multi-disciplinary practice, to the role of the SENCO and leadership. Key features of this book include: Contributions by leaders of the National Award for Special Educational Needs Co-ordinators working with trainee SENCOs across the country A focus on encouraging SENCOs to think deeply about their own individual practice through engagement with cutting-edge research A flexible structure that can be read as a whole, or dipped in and out of as professional learning needs require This book provides an opportunity for readers to engage with a multiplicity of voices and approaches, allowing them to critically explore their role as leaders of SEND provision in schools. It is an invaluable resource both for students and those already within the role of Special Educational Needs Co-ordinator.

Invitation to Invent, a physical science unit for grades 3-4, engages students in investigations and observations that support their learning about simple machines and their uses. Students explore force, motion, and friction as they learn about the six simple machines and how they are put together to form compound machines. Invitation to Invent was developed by the Center for Gifted Education at The College of William and Mary to offer advanced curriculum supported by years of research. The Center's materials have received national recognition from the United States Department of Education and the National Association for Gifted Children, and they are widely used both nationally and internationally. Each of the books in this series offers curriculum that focuses on advanced content and higher level processes. The science units contain simulations of real-world problems, and students experience the work of real science by using data-handling skills, analyzing information, and evaluating results. The mathematics units provide sophisticated ideas and concepts, challenging extensions, higher order thinking skills, and opportunities for student exploration based on interest. These materials are a must for any teacher seeking to challenge and engage learners and increase achievement. Grades 3-4

There are many more children with learning differences and difficulties in our schools today. Their needs are varied and complex and professionals must find appropriate ways to enhance their learning. The value of play is endorsed in policy initiatives including The Early Years Foundation Stage curriculum, so professionals can be reassured that more time to play is in line with the latest thinking.

Christine Macintyre emphasises the importance of creating an environment where children become confident, independent learners, increasingly able to use their imaginations, care for others and to take safe risks. This fully revised edition of Play for Children with Special Needs includes new research findings and explains their implications for practice.

This book then enables those supporting children to:

• understand the benefits of play and how to adapt different scenarios to support children who do not find it easy to play
• observe children as they play so that any difficulties can be identified early
• analyse different play areas so that the different kinds of learning (intellectual, creative, motor, social and emotional) are appreciated.

Play for Children with Special Needs, 2nd edition enables practitioners to appreciate the contribution that play makes to the education of all children, whether they have special needs or not. It is for parents, teachers, teaching assistants and nursery professionals as well as those who care for children at home.

"In an era when government policy emphasizes ?scientifically based research? (No Child Left Behind), this book provides an important resource in understanding what this means."
Diane Browder, Snyder Distinguished Professor of Special Education
University of North Carolina, Charlotte

"This is a superb book. I learned by reading it, and I found myself rethinking some of my own thinking about research on individuals with disabilities."
James E. Ysseldyke, Professor
University of Minnesota

When face-to-face with the challenge of providing special needs children with a quality education, teachers and other educators are often met with the dilemma of inadequate research on the topic, or they are uninformed that a framework for critically analyzing and conducting special education research exists. Research-based practice is a powerful tool for success, as it can inform educators and others about educational strategies that work.

Research and Evaluation Methods in Special Education is intended to enable educators to design, conduct, and report research and evaluation in a way that transforms special education by addressing the needs of persons with disabilities as heterogeneous, cultural groups. This text provides practical guidance for:

• Planning research and evaluation
• Addressing the implications of legislation and program evaluation
• Using empirically based data for decision-making in a variety of settings
• Assessing additional research needs in areas such as standards-based reforms, personnel development, family involvement, and new and developing topics in special education
• Using quantitative research methods, including casual comparative, correlational, single case, and survey research
• Using qualitative methods, including identification and selection of research participants, information collection, and more

This excellent resource provides an approach to research and evaluation that helps educators better understand and address the needs of students with various disabilities, including blindness, mental retardation, deafness, learning disabilities, and more.

** Shortlisted for the NASEN Special Educational Needs Academic Book Award 2009 **

Inter-professional collaborations are invaluable relationships which can prevent the social exclusion of children and young people and are now a common feature of welfare policies worldwide.

Drawing on a four year study of the skills and understanding required of practitioners in order to establish the most effective interagency collaborations, this comprehensive text

• Gives examples from practitioners developing inter-professional practices allow readers to reflect on their relevance for their own work
• Emphasises what needs to be learnt for responsive inter-professional work and how that learning can be promoted
• Examines how professional and organisational learning are intertwined
• Suggests how organisations can provide conditions to support the enhanced forms of professional practices revealed in the study
• Reveals the professional motives driving the practices as well as how they are founded and sustained

Full of ideas to help shape collaborative inter-professional practice this book shows that specialist expertise is distributed across local networks. The reader is encouraged to develop the capacity to recognise the expertise of others and to negotiate theor work with others.

This book is essential reading for practitioners in education and educational psychology or social work, and offers crucial insights for local strategists and those involved in professional development work.

The book also has a great deal to offer researchers working in the area of cultural historical activity theory (CHAT). The four year study was framed by CHAT and offers a well-worked example of how CHAT can be used to reveal sense-making in new practices and the organizational implications of enhanced professional decision-making.

As well as being important contributors to the developing CHAT field, the five authors have worked in the area of social exclusion and professional learning for several years and have brought inter-disciplinary strengths to this account of inter-professional work.

** Shortlisted for the NASEN Special Educational Needs Academic Book Award 2009 **

Inter-professional collaborations are invaluable relationships which can prevent the social exclusion of children and young people and are now a common feature of welfare policies worldwide.

Drawing on a four year study of the skills and understanding required of practitioners in order to establish the most effective interagency collaborations, this comprehensive text

• Gives examples from practitioners developing inter-professional practices allow readers to reflect on their relevance for their own work
• Emphasises what needs to be learnt for responsive inter-professional work and how that learning can be promoted
• Examines how professional and organisational learning are intertwined
• Suggests how organisations can provide conditions to support the enhanced forms of professional practices revealed in the study
• Reveals the professional motives driving the practices as well as how they are founded and sustained

Full of ideas to help shape collaborative inter-professional practice this book shows that specialist expertise is distributed across local networks. The reader is encouraged to develop the capacity to recognise the expertise of others and to negotiate theor work with others.

This book is essential reading for practitioners in education and educational psychology or social work, and offers crucial insights for local strategists and those involved in professional development work.

The book also has a great deal to offer researchers working in the area of cultural historical activity theory (CHAT). The four year study was framed by CHAT and offers a well-worked example of how CHAT can be used to reveal sense-making in new practices and the organizational implications of enhanced professional decision-making.

As well as being important contributors to the developing CHAT field, the five authors have worked in the area of social exclusion and professional learning for several years and have brought inter-disciplinary strengths to this account of inter-professional work.

How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support?

This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment.

Improving Disabled Students Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.

Now in its fourth edition, with updates to reflect developments in our understanding of learning difficulties in maths, this award-winning text provides vital, pragmatic insights into the often-confusing world of numeracy. By looking at learning difficulties in maths and dyscalculia from several perspectives, for example, the vocabulary and language of maths, cognitive style and the demands of individual procedures, this book provides a complete overview of the most frequently occurring problems associated with maths teaching and learning. Drawing on tried-and-tested methods based on research and Steve Chinn's decades of classroom experience, it provides an authoritative yet accessible one-stop classroom resource. Combining advice, guidance and practical activities, this user-friendly guide will help you to: develop flexible cognitive styles use alternative strategies to replace an over-reliance on rote-learning for pupils trying to access basic facts understand the implications of underlying skills, such as working memory, on learning implement effective pre-emptive measures before demotivation sets in recognise the manifestations of maths anxiety and tackle affective domain problems find approaches to solve word problems select appropriate materials and visual images to enhance understanding. With useful features such as checklists for the evaluation of books and an overview of resources, this book will equip you with essential skills to help you tackle your pupils' maths difficulties and improve standards for all learners. This book will be useful for all teachers, classroom assistants, learning support assistants and parents.

Traveller, Nomadic and Migrant Education presents international accounts of approaches to educating mobile communities such as circus and fairground people, herders, hunters, Roma and Travellers. The chapters focus on three key dimensions of educational change: the client group moving from school to school; those schools having their demographics changed and seeking to change the mobile learners; and these learners contributing to fundamental change to the nature of schooling.

The book brings together decades of research into the challenges and opportunities presented by mobile learners interacting with educational systems predicated on fixed residence. It identifies several obstacles to those learners receiving an equitable education, including negative stereotypes and centuries-old prejudice. Yet the book also explores a number of educational innovations that bring mobility and schooling together, ranging from specialised literacy programs and distance and online education to mobile schools and specially trained teachers. These innovations allow us to think differently about how education can and should be, for mobile and non-mobile learners alike.

This inspirational book gives strategies and ideas to educators who work with wounded students--students who are beyond the point of "at-risk" and who suffer from hopelessness. It shows teachers and principals how to understand, teach, discipline, and motivate these students. This book will also empower and encourage educators to give hope to all students and direct them on a path to academic and life success.

In Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love, the authors explore what it means to engage in boundary work at the intersection of traditional special education systems and critical disability studies in education. The book consists of fifteen groundbreaking accounts that challenge dominant medicalized discourses about what it means to exist within and around special education systems that create space for new conceptions of what it means to teach, lead, learn, and exist within a conciliatory space driven by radical love and disability justice principles. The book pushes readers to consider how their own personal, professional and programmatic future transformational actions can be driven by disruption and the desire for freedom from the hegemony of traditional special education and White and Ability supremacy.

This Second Edition offers more substantive information on what it means to access the general curriculum, providing primary and secondary teachers with a resource to help every learner acheive their full potential. Accessing the General Curriculum presents updated frameworks and strategies, with examples, illustrations and flowcharts. As schools continue to move towards a system based on challenging standards, this book will be an effective tool in staying on track for both teachers and parents.

*An instant bestseller, revised and streamlined based on user feedback; simplified planner pages make for a slimmer, easier-to-use book. *An improved Studying for Tests form is among the popular features of this complete executive skills guide for ages 11-17 (grades 6-12), from the authors of bestselling professional (Coaching Students with Executive Skills Deficits) and trade (Smart but Scattered) titles. *Unlike competing titles (either planners or EF guides), this spiral-bound, three-hole-punched resource combines both, saving parents from cobbling together multiple materials. *Academic success depends more on organization than IQ; Work-Smart gives students the tools to build on their strengths and develop productive lifelong habits. *Authors promote their work widely with workshops. *Flexible: Includes undated monthly and weekly calendar pages for one year.

Incorporate drama and improvisation into your classroom to build confidence, support social-emotional learning, and engage every student in the curriculum. This book's detailed and easy-to-implement chapters walk you through using drama to develop critical listening and communication skills, conflict resolution abilities, behavior regulation, and even grow new skills in math, literature, geography, and more! Each chapter builds on the skills learned in previous lessons, allowing you to increase the complexity as students progress. Designed for use with inclusive classrooms as well as dedicated special education programs, this guide features adaptable activities to include students at every ability level.

Spotlight on Reading offers teachers a wide variety of topics and activities to stimulate, engage, challenge, entertain and extend all pupils' reading skills. This extremely practical resource provides busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind. The wide variety of exercises will enable pupils to understand and work on phonics and to improve their reading comprehension rehearsed reading. All the books in this series: Promote effective intervention and inclusion strategies for teachers and teaching assistants Provide materials that are solidly grounded in an understanding of how children learn and the particular difficulties of children with special needs. Stimulate discussion and interaction Can be used as part of an individual or small group learning programme for a child with special needs Provide 'whole class' materials that can also engage older children or those with a higher level of achievement Offer teachers quick, fun activities that never require additional resources, special materials or preparation. Spotlight on Reading is an essential tool for any teacher striving to offer every pupil opportunities to maximise their own potential and develop strong reading skills

Spotlight on Your Inclusive Classroom offers teachers an interesting miscellany of topics and activities to stimulate, engage, challenge, entertain and extend all pupils' thinking skills and knowledge base.

This extremely practical resource provides busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind.

All the books in this series:

• promote effective intervention and inclusion strategies for teachers and teaching assistants
• provide materials that are solidly grounded in an understanding of how children learn and the particular difficulties of children with special needs.
• stimulate discussion and interaction
• can be used as part of an individual or small group learning programme for a child with special needs
• provide 'whole class' materials that can also engage older children or those with a higher level of achievement
• offer teachers quick, fun activities that never require additional resources, special materials or preparation.

Spotlight on Your Inclusive Classroom is an essential tool for any teacher striving to offer every pupil opportunities to maximise their own potential.

With the right modifications, students with sensory disabilities that affect how well they see and/or hear can participate fully in general education classes alongside their peers. Teaching Students With Sensory Disabilities discusses the defining characteristics and specific needs of students who are deaf, blind, or deaf-and-blind. Offering numerous practical classroom management tips and surprisingly easy instruction adjustments, this valuable resource shows teachers how they can teach in a highly effective manner that will foster the independence of students with visual and hearing impairments in the general education classroom. Including a pre-test, post-test, and key vocabulary terms, this highly informative guide discusses everything educators need to know about students with sensory disabilities, including: o Cognitive characteristics and issues o Academic characteristics and issues o Physical characteristics and issues o Behavioural characteristics and issues o Communication characteristics and issues

First published in 1984, Management and Administration of Rehabilitation Programmes addresses issues in management and administration across a wide range of areas relating to the education, welfare, and quality of life of those with disabilities. The book covers a variety of topics, including employment, the establishment of service priorities, and the evaluation of services and promotion of innovation. In each case, problems in management and administration are highlighted and explored. Management and Administration of Rehabilitation Programmes will be of interest to administrators and students of the history of special education.

The Governance Handbook for SEND and Inclusion supports governors and trustees in developing effective strategic practice to ensure an inclusive culture in their schools. Building on the six principles of effective governance, it provides useful tips on achieving the right balance of support and challenge so that schools are enabled to meet the needs of learners with SEND (Special Educational Needs and/or Disabilities). Relevant for all governors and trustees across primary and secondary schools, multi-academy trusts and specialist settings, the book focuses on the role and expectations of governance in relation to SEND and inclusion. It includes: An introduction to SEND, inclusion and the six key features of effective governance Practical advice and guidance for SEND Governors and trustees on how to strategically monitor and review SEND provision A discussion of how the relationship between SENCOs, SEND Governors and Headteachers works in practice Advice on developing an inclusive culture in your school Sources of ongoing support and resources from professional organisations and websites. This book will be beneficial to all education professionals working at a strategic level, including governors and trustees, school leaders and SENCOs. It recognises the central role that governors and trustees play in setting the inclusive ethos of a school and suggests ways to ensure that strategic practice is as effective as possible.

**Shortlisted for the nasen Special Educational Needs Academic Book award 2008** Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: identification - whether to identify students as having special educational needs / disabilities or not? curriculum - how much of a common curriculum is relevant to these students? placement - can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries - England, USA and the Netherlands - and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.

This collection originates in papers presented at an international conference held at the University of Sussex in September 2004. It brings together academic contributions from specialists working in a newly emergent area of study, that of education in situations of conflict. It seeks to promote understanding of the complex ways in which education can play both a reproductive and a transformative role in such circumstances. To this end, it offers two broad perspectives, one around education in conflict and post-conflict settings, and the other around education for reconciliation and social inclusion. The book is organised into thematic sections, with material drawn from countries undergoing, or emerging from, conflict as well as from more stable societies. The first set of chapters examines different facets of the impact of armed conflict on education, while the second set explores the ways in which education can contribute to reconstruction and reconciliation and the particular challenges of rebuilding educational systems after protracted conflict. The following set of chapters examines issues of conflict associated with everyday school contexts, in which violence may be perpetrated by students, teachers or outsiders to the school. The last two sections turn to the role of education in promoting reconciliation and social inclusion.

The handbook is composed of chapters by authors who discuss the important features of particular types of toys, provide information related to the developmental importance of this type of toy, discuss social and cultural issues engendered by play with such toys, and review the available research on the characteristics and potential impact on children's developmental progress of toys of that type. Both traditional toys and technological toys are discussed. The handbook is expected to serve both as a reference for educators, parents, toy designers, and other interested readers, and as a catalyst for further research and ongoing toy development. Its purpose includes helping readers to gain knowledge that enables them to more fully appreciate the value of children's toy play, find out more about the favorite toys they had in childhood and relive those satisfying play experiences, and learn how to foster the learning, physical development, and social-emotional growth that comes from such toy play.

The essays selected for this book, presented in chronological order, discuss various aspects of image-making technologies, geometrical knowledge and tools for architectural design, focusing in particular on two historical periods marked by comparable patterns of technological and cultural change. The first is the Renaissance; characterized by the rediscovery of linear perspectives and the simultaneous rise of new formats for architectural drawing and design on paper; the second, the contemporary rise of digital technologies and the simultaneous rise of virtual reality and computer-based design and manufacturing.

Many of the contributing authors explore the parallel between the invention of the perspectival paradigm in early-modern Europe and the recent development of digitized virtual reality. This issue in turn bears on the specific purposes of architectural design, where various representational tools and devices are used to visualize bi-dimensional aspects of objects that must be measured and eventually built in three-dimensional space.

Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008

Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?

Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as:

• what being multilingual implies in terms of prior learning and why this matters in education
• the importance of respect for diversity and encouraging children to be proud of their language and culture
• practical ways to help young children acquire English
• ways of working with parents who themselves have little or no English
• the differences and difficulties involved in a child learning an additional language so early on in their lives
• strategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.

Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children s learning and development.

Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.

Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008

Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?

Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as:

• what being multilingual implies in terms of prior learning and why this matters in education
• the importance of respect for diversity and encouraging children to be proud of their language and culture
• practical ways to help young children acquire English
• ways of working with parents who themselves have little or no English
• the differences and difficulties involved in a child learning an additional language so early on in their lives
• strategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.

Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children s learning and development.

Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.