This book provides new and experienced Special Educational Needs Coordinators with a critical approach to understanding the importance of Outstanding SEN Leadership and how to effectively meet the current SEN policy requirements. Closely informed by the statutory National Award for SEN Coordination learning outcomes for SENCOs, this book covers all statutory aspects of this challenging leadership role within the school. It provides a principled approach to understanding the challenges and complexity of special educational needs and disability (SEND) within the current context. Through concise summaries of policy and current research, critical discussions, reflective activities, case studies as well as practical examples, it helps the reader to engage more deeply in critical thinking about the effectiveness of current practices in their own school setting, and ways to develop them further for the future. Alison Ekins and Lorna Hughes establish that outstanding leadership of special educational needs is not something that can be achieved just by a single individual — SENCO has a key role in enabling and empowering everyone in their school setting to understand SEND and engage actively in the development of more inclusive systems to meet the needs of diverse pupils. Outstanding Leadership in Special Educational Needs, will, therefore, support everyone involved in education to develop their understandings of SEND. It is key reading for teachers, educational leaders and policymakers.

This book provides new and experienced Special Educational Needs Coordinators with a critical approach to understanding the importance of Outstanding SEN Leadership and how to effectively meet the current SEN policy requirements. Closely informed by the statutory National Award for SEN Coordination learning outcomes for SENCOs, this book covers all statutory aspects of this challenging leadership role within the school. It provides a principled approach to understanding the challenges and complexity of special educational needs and disability (SEND) within the current context. Through concise summaries of policy and current research, critical discussions, reflective activities, case studies as well as practical examples, it helps the reader to engage more deeply in critical thinking about the effectiveness of current practices in their own school setting, and ways to develop them further for the future. Alison Ekins and Lorna Hughes establish that outstanding leadership of special educational needs is not something that can be achieved just by a single individual — SENCO has a key role in enabling and empowering everyone in their school setting to understand SEND and engage actively in the development of more inclusive systems to meet the needs of diverse pupils. Outstanding Leadership in Special Educational Needs, will, therefore, support everyone involved in education to develop their understandings of SEND. It is key reading for teachers, educational leaders and policymakers.

Educating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin effective practice within a whole-school and cross-agency approach. Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services. Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations. Reflective activities and practical resources are provided and are also available to download. This book will be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children's nurses and allied health professionals.

Fully revised with the requirements of the 2014 new SEN Code of Practice, this second edition of "The Changing Face of Special Educational Needs" shows teachers, SENCOs and students in teacher training how to respond to the rapidly changing context of special education. This highly practical and accessible text unlocks the often confusing field of special education provision in schools today by:

• Summarising and clarifying new policy directions as they emerge, in light of the new SEN Code of Practice
• Suggesting clear, practical activities to bring the theory to life, helping practitioners to review and reflect upon their work;
• Encouraging critical reflection about existing systems within the school context, considering whether these will remain appropriate and fit for purpose;
• Giving opportunities for teachers, SENCOs and senior leaders to contextualise the new changes in terms of the implications for practice in their own school.

Including a new chapter on "Using Technologies to Support the Development of Inclusive Practices," this text is packed with activities, case studies and points for reflection. It will help the teacher, SENCO, senior leader or advisor to make sense of the rapid pace of change of policy and terminology related to SEN and supports readers in a positive way, emphasising the exciting opportunities that these changes will provide for developing new, innovative and creative working practices.

This book will also be essential reading for all SENCOs completing the National Award for SEN Coordination."

Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff's social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools

Educating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin effective practice within a whole-school and cross-agency approach. Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services. Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations. Reflective activities and practical resources are provided and are also available to download. This book will be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children's nurses and allied health professionals.

Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff's social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools

Fully revised with the requirements of the 2014 new SEN Code of Practice, this second edition of "The Changing Face of Special Educational Needs" shows teachers, SENCOs and students in teacher training how to respond to the rapidly changing context of special education. This highly practical and accessible text unlocks the often confusing field of special education provision in schools today by:

• Summarising and clarifying new policy directions as they emerge, in light of the new SEN Code of Practice
• Suggesting clear, practical activities to bring the theory to life, helping practitioners to review and reflect upon their work;
• Encouraging critical reflection about existing systems within the school context, considering whether these will remain appropriate and fit for purpose;
• Giving opportunities for teachers, SENCOs and senior leaders to contextualise the new changes in terms of the implications for practice in their own school.

Including a new chapter on "Using Technologies to Support the Development of Inclusive Practices," this text is packed with activities, case studies and points for reflection. It will help the teacher, SENCO, senior leader or advisor to make sense of the rapid pace of change of policy and terminology related to SEN and supports readers in a positive way, emphasising the exciting opportunities that these changes will provide for developing new, innovative and creative working practices.

This book will also be essential reading for all SENCOs completing the National Award for SEN Coordination."

""At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads. Its central message is that of the importance of developing an inclusive school culture within which every child really does matter."
Professor Mel Ainscow, University of Manchester, UK

"It is a most useful resource for both practitioner-researchers and for school-based initiatives. Written in an accessible style and designed in a format that makes it ideal for use in continuing professional development, it is just right for the needs of twenty first century headteachers and their schools. I highly recommend it as a stimulating and supportive springboard for fruitful dialogue."
Jenny Corbett, Emeritus Reader, Institute of Education, University of London, UK"

This book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participating and achieving in education. The authors argue that self evaluation lies at the heart of truly inclusive school development.

The book focuses on supporting schools in understanding and using school based systems and processes in a joined up, meaningful and strategic way to impact positively upon the progress and participation of all pupils. These processes include: self evaluation data analysis intervention planning provision mapping target setting Each system is explored and the reader is encouraged to consider them critically in order to develop an understanding of how and why to use these systems to enhance inclusive practice throughout the school. The authors present a model of inclusive practice, 'Inclusion in Action' which demonstrates how these processes can be linked together to inform and impact upon whole school strategic planning.

With case studies, examples, templates and models, this practical and accessible book responds to the day to day needs of the SENCO, teacher, leader and everyone within the school setting in evaluating and meeting the needs of all pupils effectively.