This completely revised and updated edition, previously published as Special Educational Needs for NQTs and TAs, addresses the latest Teachers' Standards, and their application in meeting the most recent developments and changes in the special educational needs system and the new SEN Code of Practice.
Essential reading and an invaluable guide for all qualified, newly qualified and trainee teachers, this highly practical text relates to those accessing SEN training via teaching school alliances, as well as Higher Education.
Full of tips and strategies on how to meet the needs of a diversity of children and young people with special educational needs, in a range of educational settings, chapters cover:
the latest Teachers' Standards aligned to the most recent SEND changes
the revised SEN Code of Practice, the Children and Families Act, and the Equality Act and its related Duties
teaching schools, specialist leaders of education in SEN, and new training models for building teacher capacity in SEN
how to meet the latest OFSTED inspection requirements for SEND
what works best in the effective teaching of pupils with SEN and those eligible for the pupil premium
Featuring useful checklists, templates and photocopiable, downloadable resources to support professional development in SEN, this practical resource contains a wealth of valuable advice, in addition to signposting to further information.
This no-nonsense, down-to-earth authoritative text will provide essential reading for all experienced qualified, newly qualified and trainee teachers, as well as to those delivering SEND training in Higher Education, local authorities, and in teaching schools and their alliances.
Rita Cheminais is a freelance education consultant, author and national speaker.
1. Working within the law and frameworks for SEN and disability Demystifying the terminology Legislation and developments in SEN and disability 2010-2014 The Children and Families Act 2014, Part 3 The SEND Code of Practice (0-25) 2014 The Equality Act 2010 and its related duties OFSTED inspections and SEND Teachers professional development for SEND The concept, use and impact of the pupil premium 2. Promoting good progress and outcomes for pupils with SEN Teacher accountability for SEN pupils' attainment, progress and outcomes Making best use of the DfE guidance on Progression SEN Support: a graduated approach to ensuring the progress of pupils with SEN The brain, memory and their influence on SEN pupils learning and progress Meta-cognition improving the learning and progress of pupils with SEN Supporting pupils with SEN to become independent learners Setting relevant homework to enhance the progress and learning of pupils with SEN 3. Adapting teaching to respond to the strengths and needs of pupils with SEN Barriers to learning for pupils with SEN and to overcome these Learning styles Differentiation to ensure effective teaching for pupils with SEN The features of high quality teaching Using questioning Developing thinking skills Meeting the needs of pupils with high-incidence SEN Different stages of development informing the adaptation of teaching 4. Making accurate and productive use of assessment The underpinning principles and purpose of assessment Assessment terminology The government's latest assessment expectations and reforms The SEND Code of Practice 2014 and assessment The principles and practice of effective assessment for learning and SEN pupils How best to give pupils with SEN assessment feedback Using and analysing SEN pupil-level attainment data How to engage pupils with SEN in assessing and reviewing their own learning 5. Effective behaviour management to ensure a good and safe learning environment Identification of pupils with social, emotional and mental health difficulties Government expectations regarding pupil behaviour Different levels of classroom behaviour Recording, analysing and tracking pupil behaviour The four R's framework for effective behaviour management Twenty top tips for managing pupil behaviour Meeting OFSTED expectations for pupil behaviour Identifying and tackling bullying, including cyber-bullying Concept, causes and characteristics of pupils with low self-esteem Positive approaches to raising pupils' self-esteem Developing a safe emotionally intelligent learning environment 6. Fulfilling wider professional development responsibilities Developing effective teamwork with other colleagues Productive partnerships with multi-agency practitioners Working in partnership with the SEN Co-ordinator The concept and features of the person centred approach Coaching and mentoring to build teacher capacity in SEN Deploying teaching assistants effectively Effective partnership working with parents and carers of pupils with SEN Using the structured conversation to strengthen parental communication