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Teaching Primary Special Educational Needs

Teaching Primary Special Educational Needs

160 pages | Learning Matters
Today, there is increased emphasis on the coverage of special educational needs in initial teacher training. This comprehensive introduction begins by looking at inclusion policy and how barriers to achievement can be removed. The SEN Code of Conduct is explained and detailed guidance on Individual Education Plans (IEPs) is included. The book then goes on to give practical advice on the teaching of children with special educational needs in reading, speech and language, the autistic spectrum and behavioural, social and emotional difficulties. Finally, the book considers the wider context looking at partnerships with parents, carers and professionals in other agencies.
Part 1: Understanding Special Educational Needs
Inclusion: Policy agenda and legislation
The Special Educataional Needs Code of Practice
Learning and Cognition
Part 2: Teaching Special Educational Needs
Supporting children with reading difficulties
Speech and language
Supporting children with autistic spectrum disorders
Supporting children with behavioural, emotional and social difficulties
Part 3: The Wider Context
Developing partnerships with pupils and parents
Developing partnerships with outside agencies
Creating learne-friendly environments

I would recommend the book for undergraduate use. My students on the Foundation Degree for Supporting Teaching and Learning in Schools found parts 1 and 3 particularly useful. Part 1 gave a good background to the issues. Part 3 were very helpful when considering working with others.

Ms Rosemary Childs
Teacher Education, Havering College of Further and Higher Education
September 4, 2013

This is essential for TA's who are working in special needs schools but otherwise not of immediate interest to current students, it will be very useful for future students

Mrs Heather Langridge
Education , Nelson & Colne College
June 19, 2013

great undergrad text

Ms Melanie Feek
community & youth, College of St Mark and St John
March 4, 2013

Useful support for this important area.

Mr Neil Rutledge
Education (Carlisle), University of Cumbria
October 15, 2012

Excellent text book for students on the BA QTS and non QTS Education Studies programme. This covers relevant issues in SEN.

Miss Danielle Chavrimootoo
School of Teaching, Health and Care (Great Horton, Bradford College
July 12, 2012

This book provides supporting literature in how to plan for inclusion with key theories for our initial teacher trainers.

Emerick Kaitell
School of Education (Froebel), Roehampton University
April 2, 2012

This book provides a starting point for those wishing to explore and understand the possible barriers to working with children identified as having special needs.
In doing so, it allows the reader to gain an understanding of the ways in which children learn and how the learning environmant can be altered to overcome these barriers.
Whilst it does not write in great detail about each of the special needs, it does provide some suggestions for further reading.
As a means to gain a broad understanding of how the barriers to learning can be overcome for children with special needs, this book is clear and concise, although furhter reading would be required to engage in the issues raised in a more critical manner.

Mrs Patricia Shaw
Faculty of Education (Hull), Hull University
March 19, 2012

Very useful as an additional text for the diverse needs module to support trainees understanding and knowledge of the challenges faced in primary and early years settings. Structure and layout makes this an accessible text.

Mrs Helen Childerhouse
Early Childhood, Sheffield Hallam University
February 22, 2012

An excellent text - I've recommended it to all my students

Mrs Nanna Ryder
Youth Work Department, University of Wales, Trinity St David
February 17, 2012

This is an invaluabe text for any trainee teacher. It gives an overview of the many pieces of legislation that are concerned with SEN provision. It covers key areas of need and provides practical guidance to trainee teachers to meet the needs of the children. An excellent starting point for planning for individual needs.

Mrs Marion Hobbs
Faculty of Education (Ormskirk), Edge Hill University
January 12, 2012

Jonathan Glazzard

Jonathan Glazzard is Professor of Teacher Education, Head of Children, Education and Communities, Edge Hill University. More About Author

Jane Stokoe

Jane Stokoe has over thirty years experience as a primary school teacher. She has spent almost 20 years in Early Years and Key Stage 1, and is passionate about her role as a classroom practitioner with young children. More About Author

Alison Hughes

Alison Hughes is a part-time Senior Lecturer on the BA (Hons) Early Primary Education with QTS programme at the University of Huddersfield. She was formally a Headteacher for eleven years. She is passionate about sharing her experiences of excellent practice and research with trainee teachers. More About Author

Annette Netherwood

Annette Netherwood has had extensive experience of teaching special educational needs pupils. She obtained her MA inAction Research through exploring effective teaching and learning methods for SEND pupils. She has been a research associate for the National College for School Leadership. Annette has recently retired from teaching and is currently studying for her Education Doctorate at the University of Sheffield. More About Author

Lesley Neve

Lesley Neve has extensive experience of working with pupils with SEN in primary and secondary schools and now works as a Senior Lecturer in Education. More About Author

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