First Published in 2005. A new and diverse role s emerging for Support Services, yet many schools and Early Years settings are unaware of the wealth of specialist skills and expertise contained therein. The editors have drawn together contributions from experienced colleagues working in a variety of roles with Special education needs. They illustrate how support services and schools can work together to develop best inclusive practice and enable children to thrive both socially and academically.

First Published in 2005. A new and diverse role s emerging for Support Services, yet many schools and Early Years settings are unaware of the wealth of specialist skills and expertise contained therein. The editors have drawn together contributions from experienced colleagues working in a variety of roles with Special education needs. They illustrate how support services and schools can work together to develop best inclusive practice and enable children to thrive both socially and academically.

This is a readily accessible and clearly presented resource to aid teachers, parents, governors, and parent groups in developing working partnerships to meet special educational needs. The book explains what parent partnership is and examines its importance from different view points. By showing what parent partnership means in practice beyond rhetoric, it provides the means to help schools, parents, and administrators make a self-evaluation of their current position in terms of partnership, and plan for future development.

First Published in 1997. Routledge is an imprint of Taylor and Francis, an informa company.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This book is one of a series concerning the implementation of effective practice for Individual Education Plans (IEPs). It seeks to address emergent challenges for schools that IEPs should retain their rote in the provision of planning and record keeping for pupils with special educational needs, but that the paperwork burden should be reduced and manageability achieved.

The book offers teachers in mainstream schools, special schools and dyslexia units, key principles for the design of IFPs for dyslexic pupils. It gives practical advice on target writing and strategy development and ideas and activities to support institutional self review and development (produced in a photocopiable format like other books in this series).

This book addresses the principles behind individual education plans for pupils who exhibit speech, language and communication difficulties. The authors provide practical advice for compiling education plans and ideas for institutional self-development, and discuss the key areas of concern for teachers: How can there be agreement on the targets when the pupil functions differently in different contexts? Should the aim for pupils be on accessing the curriculum or social communication? How can speech and language targets be met across a range of subject areas? Given that language is dynamic, can the static IEP document provide a feasible blueprint for action? Can the challenge of monitoring IFPs for speech and language targets be realistically to what extent can teachers deliver specialist strategies to meet IEP targets in the absence of speech therapy support? How can new developments in ICT support IEP delivery for students with speech, language and communication difficulties?

This series about individual education plans (IEPs) focuses on significant areas of SEN as documented in the 1994 Code of Practice. It provides key principles, institutional self-reviews, and ideas for action with additional photocopiable INSET activities sheets and case studies. The series recognizes progress made since 1994 and considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice.