Effective communication between the home and school is crucial for any child's education, but where special needs are concerned, creating good partnerships is essential. This book is concerned with home-school relations from an 'inclusive' perspective. Throughout, it highlights issues that are common across all children and families, those that reflect individual diversity and those that are of particular significance when children have special educational needs. Sally Beveridge provides debates on issues such as: * the conceptual and policy frameworks that form the background to this subject; * the fundamental nature of the learning environment that families represent for children; * the potential role of home-school relations in supporting the educational achievements of children from diverse backgrounds and with differing needs; * strategies for the development of positive communication with parents. This book offers a manageable overview of a complex topic, ensuring its appeal to students and practitioners alike.

Contents:
1. Concepts of Special Educational Needs 2. The Legislative Framework 3. The Range of Special Educational Need and Provision 4. A Curriculum for All? 5. Teaching Approaches and Organisational Strategies 6. The Social and Emotional Context for Learning 7. Frameworks of Support

'Overall, this is likely to prove a very useful sourcebook for a curriculum-orientated discussion of inclusion.' - Special Children

'... this book is an impressive contribution to a growing body of literature on inclusion. It clearly lives up to its title, in that it tackles practice-based issues in a combative and authoritative manner.' - British Journal of Educational Studies

Current policy demands that mainstream schools seek to include pupils with special educational needs. This book takes a close look at how exactly this aim can be achieved by examining the various parts of the educational process. The book discusses: the practicalities of inclusive education the gap between inclusive policy and practice a re-configured role for special schools how the process of inclusion will develop beyond the classroom. Individuals who have learning difficulties are increasingly finding their place in non-specialist schools. This book considers the ways in which society can continue to support the process of inclusion as full-time education leads on to employment and independent living. The text reflects current developments in thinking and practice, and brings together a broad range of expertise and experience - it brims with enthusiasm for a positive approach that leads on to practical success.

This new edition of Special Educational Needs in Schools provides a concise but comprehensive overview of key issues in provision for children with special needs in schools, emphasising the role of the mainstream classroom teacher. This second edition looks at the numerous changes in special educational policy and practice that have taken place in the past five years. Topics covered include:
* concepts of SEN
* the legislative framework
* the range of special educational need and provision
* teaching approaches and organisational strategies
* frameworks of support.

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