Pressure of time means that the complex topic of special educational needs (SEN) at initial teacher training and post-graduate levels can often be covered at too swift a pace. The unfortunate result is that a newly qualified teacher faced with the pressures of today's typically inclusive classrooms can feel unprepared or lacking in knowledge about this vitally important area.
This supportive, accessible text will be invaluable to students undergoing their initial teacher training as it features broad coverage of key aspects of SEN in a single volume. It will provide the reader with succinct information on major SEN themes, key questions for student teachers on each topic, and a selection of the most important readings. It also includes sets of reflection-based student tasks; activities for completion during school placements; practical tutor-led to mentor-led activities, plus extension activities; and a series of suggested topics for school-based assignments in SEN.
Table of Contents
Constructing your own SEN file/portfolio; the Warnock Report and the 1981 Education Act; integration and statements; the range of special needs; the National Curriculum and SEN; the 1993 Education Act and Code of Practice; the role of the class/subject teacher; the role of the SENCO; the Green Paper (1997) and the Programme of Action (1998); inclusion; some controversial issues in SEN; child protection issues and the 1989 Children Act; support services for teachers - linking with other professionals; professional development matters; what all this means for NQTs. Appendices: glossary of terms; SEN timeline; example of an SEN policy (secondary and primary); example of an IEP; example of a SENCO job description; example of a Learning Support Assistant job description; example of a home-school agreement; example of an SEN file.
Philip Garner is Professor, Special Educational Needs, Nottingham Trent University. John Dwyfor Davies is Director of Studies in the Faculty of Education, University of the West of England.