Inclusive Primary Teaching: A critical approach to equality and special educational needs and disability

✍ Scribed by Janet Goepel, Helen Childerhouse, Sheila Sharpe

• Publisher: Critical Publishing
• Year: 2015
• Tongue: English
• Leaves: 298
• Series: Critical Teaching
• Edition: 2
• Category: Library

✦ Synopsis

This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes:
• full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn
• two completely new chapters on understanding learners who are vulnerable and
understanding learners with communication difficulties
• extended thinking activities and extended reflections to support M-level study
• an improved organisation with emphasis on the national priorities.

✦ Table of Contents

Cover
Title page
Copyright
Table of contents
List of acronyms
Meet the authors
Acknowledgements
Introduction
How to read the book
Critical thinking and reflection
Getting the best out of the book
The structure of the book
Part 1: Developing inclusive environments
Part 2: Making reasonable adjustments
Part 3: Developing partnerships
References
Part 1 Developing inclusive environments
1 Understanding policy
Introduction
Introducing Nasreen
Examining terms and concepts
Disability
The medical and social models of disability
Inclusion
Equal opportunities
The Equality Act (2010)
Timeline of most significant policy and legislation
Policy and politics
Taking it further
Books and journals
Web-based materials
References
2 The inclusive classroom
Introduction
Introducing your class for school experience
Creating an inclusive ethos
Barriers to learning
The physical environment
Seating arrangements
Specific provision
Displays and visual cues
Grouping pupils
Supporting individual pupils
Summary
Taking it further
Books and journals
Web-based material
References
3 The inclusive curriculum
Introduction
Introducing your class for school experience
Raising attainment: the research
Inclusive pedagogy
Differentiation
Differentiation in practice
Personalised learning
Learning differently
Multiple intelligences
Learning styles
Alternatives to written work
Summary
Taking it further
Books and journals
Web-based material
References
Part 2 Making reasonable adjustments
4 Understanding learners with Special Educational Needs and Disability
Introduction
Children with SENDs in your class
Introducing Kyle
Terminology and labelling
Historical perspectives of terminology and labelling
The use of labels in current practice
High-quality teaching
Models of disability
The medical model of disability
The social model of disability
Special Educational Needs and Disability Code of Practice
Difficulties encountered by children with SENDs
Identifying children with SENDs
Broad areas of need
Communication and interaction
Cognition and learning
Social, emotional and mental health
Sensory and/or physical
Equipping teachers to meet the needs of children
Definition of SEN
The graduated response: assess, plan, do, review
The Local Offer
Education, Health and Care plans: the person-centred approach
International perspectives
Special educational needs provision in the European Union
Special educational needs provision in Asia
Special educational needs provision in America
Special educational needs provision in Australia
Taking it further
Books and journals
Web-based material
References
5 Understanding learners with English as an additional language
Introduction
The children you might meet
Introducing Jameela
Understanding language acquisition
Language proficiency and academic achievement
Myths and misconceptions about second-language learning
Implications for teachers
Effective practice for children with EAL
Developing a positive ethos
Developing a positive physical environment
Developing an interest in other languages
Developing access to the curriculum
Taking it further
Books and journals
Web-based material
References
6 Understanding behaviour
Introduction
Government policy and reports: England
Introducing Jayden
Examining teacher behaviour
Looking after yourself
The importance of self-esteem
Building positive relationships
The power of language
Examining pupil behaviour
Theories of behaviour
Encouraging positive behaviour
Circle time
Social and emotional aspects of learning
Developing effective management skills
Taking it further
Books and journals
Web-based materials
References
7 Understanding identity and gender
Introduction
Introducing Tom
The construction of identity
Perceptions of identity: gender related
Bullying
Discrimination
Nature or nurture?
International perspectives
Gender inequality in government
Gender inequality in education
UK Legislation: gender related
The role of the teacher
Implications for classroom practice
Taking it further
Books and journals
Web-based materials
References
8 Understanding race
Introduction
Definitions
Race
Ethnicity
Culture
Why should teachers be concerned with issues of race and equality?
Significant legislation and policy regarding race equality
Popular discourses on race
Restrictors
Individual opinion
Structural oppression
Institutional racism
Fundamental British values
Islamophobia
Influences on children
Ethnic identity
Achievement and performance levels
What do children understand of race and ethnicity?
Comment on the scenario
Teaching strategies
Taking it further
Books and journals
Web-based material
References
9 Understanding learners in poverty
Introduction
Teachers’ Standards
Socio-inequality and the class system
Social mobility
Poverty in the UK: facts and figures
Defining poverty
Absolute poverty
Relative poverty
Child Poverty Act 2010
The cost of child poverty
The possible causes of poverty
Why are people poor?
Poverty and educational inequality
The effect of social inequality in education
Savage and Devine’s model
Significant legislation and policy regarding child poverty
The role of teachers
The impact of the quality of teaching
Cost to parents of schooling
Comment on scenario
Taking it further
Books and journals
Web-based material
References
10 Understanding learners who are vulnerable
Introduction
Defining vulnerable
The risks to vulnerable children
Social networking and grooming
Cyber-bullying
Child sexual exploitation
Child trafficking
Significant legislation and policy regarding safeguarding children
Working Together to Safeguard Children
Failing to meet safeguarding expectations
The role of the teacher
Empowering vulnerable children
Implications for practice
Taking it further
Books and journals
Web-based material
References
11 Understanding learners with communication difficulties
Introduction
Speech, language and communication needs
How do young children learn to talk?
The stages of language development
Language acquisition
Theories of language acquisition
Behaviourism
Nativism
Cognitivism (Social Constructivism)
Difficulties with language acquisition
Comment on the scenario
Suggestions for awareness and practice activities
Talking in class
Taking it further
Books
Web-based material
References
Part 3 Developing partnerships
12 Working with children
Introduction
Who am I listening to?
Special educational needs and disability
English as an additional language
Children with social, emotional or behavioural difficulties
Children at risk
Victims of bullying
When and how can I listen to children?
Why is it so important to listen to children?
Philosophical and historical views of listening to children
UK legislation
The role of the teacher and the trainee
Implications for practice
Consider the learning environment
Ensure you are fully aware of the safeguarding procedures
Develop your verbal and non-verbal interaction skills
Use the information you gain to inform your future practice
Create a balance between control and classroom organisation and shared learning
Taking it further
Books and journals
Web-based material
References
13 Working with parents
Introduction
Who am I listening to and what can I learn?
Special educational needs and disability
Ethnic minority or different religious backgrounds and preferences
Gypsy, Roma and Traveller families
English as an additional language (EAL)
Gifted and talented
Looked after children
When and how can I listen to and meet with parents?
Why is effective communication with parents so important?
Sharing information
Sharing aims and expectations
Parent Partnership support groups
UK legislation
The role of the teacher and trainee
Implications for practice
Good communication skills with parents are vital
Liaison with colleagues in school is also something you need to consider
Ask for advice, further information and guidance if you are not sure
Keep a journal or diary
Taking it further
Books and journals
Web-based material
References
14 Working with colleagues
Introduction
Support staff and their roles
An historical overview
Teaching assistants today
Encouraging positive partnerships
Working effectively with TAs
Effective additional support
Benefits of working with TAs
Effective partnerships
Strategies to reduce dependence
Areas of tension
Promoting pupils’ independence
Effective support for Stephen
Comment on scenario
Taking it further
Books and journals
Web-based material
References
15 Working with outside agencies
Introduction
Who might I work with?
Supporting a child with special educational needs or disability
Supporting a child who is at risk
Comment on scenario
Challenges of working with professionals from outside agencies
When and how will I work with outside agencies?
Why is it so important to work with professionals from outside agencies?
UK legislation
The role of the teacher and the trainee
Implications for practice
Ensure you are fully aware of the safeguarding procedures
Be prepared to ask for support and help and to share information about the child involved in the intervention
Be aware of the wider view and involvement of other agencies
Share the information you have and your concerns clearly with other professionals from outside agencies
Use the information, guidance and strategies suggested by other professionals from outside agencies to inform...
Keep a journal or a diary about the children you teach, particularly if you have concerns
Appreciate the practicalities of multi-agency working
Taking it further
Books and journals
Web-based material
References
Appendix
Index