This sixth edition of the best-selling SENCo Handbook has been extensively updated to take account of the SEND Code of Practice (2014), recent research, and implications for policy and practice in schools and for SENCos. It provides vital information, practical approaches to the SENCo role and responsibilities, and perceptive analysis of issues, relevant to all schools, early years settings and colleges. Debating and discussing how the SENCo role has changed and will change, this book will help all SENCos, headteachers and school leaders to create and implement effective whole-school policy and practice for special educational needs.
Key topics include:
leading and managing change in SEN policy and practice
building the capacity of class and subject teachers to meet the needs of pupils
managing the graduated response for those with identified additional needs
tracking and recording progress
developing whole-school approaches to policy and practice for those with SEND
the deployment and management of support staff
working with children, young people and their parents
working in partnership with a range of outside agencies and services
Photocopiable training materials are included, as well as source lists for further reading and information. The SENCo Handbook is essential reading for those studying for the National Award for SEN Co-ordination, whilst more experienced SENCos will value its academic underpinning and common-sense on issues that matter.
Elizabeth Cowne has been actively involved in developing and delivering SENCo training for 30 years, largely associated with the outreach courses at the Institute of Education. She was the sole author of the first five editions of the SENCo handbooks and is author of many other publications. Carol Frankl is Managing Director of the Southover Partnership, an independent special school and support service. She is also a tutor on the National Award for SEN Co-ordination course. Carol regularly contributes to SEN publications. Liz Gerschel has been training SENCos, teachers, teaching assistants and governors for more than 30 years. Liz helped to develop, and currently teaches, the NASENCO course for the Institute of Education at University College London. She was a Learning Difficulties Outreach Tutor at the University of Birmingham for many years and has published on SEN, governance and equalities.
Foreword Acknowledgements About the Authors How to use this Handbook Abbreviations Chapters: Decisions and Dilemmas in Special Educational Needs: Legislative and Historical Perspectives Roles and Responsibilities within Whole-School SEN Co-ordination Identification, Assessment and Planning for Progress Teaching and Learning for All Managing Effective Support Working with Parents, Children and Young People Working with Professionals and Organisations beyond the School. Working in Partnership at Transition Periods The SENCO's Role in Leading and Managing SEND Provision The SENCO's Role in Leading and Managing Change Supporting the SENCO in Developing Inclusive Practice Activity Pack: Activity 1 - Audit of Whole-School Policy Activity 2 - Lesson Planning for Differentiation Activity 3 - Support Policy Review Activity 4 - SENCO Organisational Checklist Activity 5 - Impact and Analysis Appendices: The appendices are numbered as they relate to the chapters. 1a. Categories of disabilities as used by LEAs (1959) 1b. Categories used in the Code of Practice (2001) 1c. Disability definition 2a. Schedule 1: SEN (Information) Regulation 2b. Governors' Responsibilities 2c. SENCO Responsibilities 2d. NASENCo Learning Outcomes 2e. Data Chart 6a. Different ways of observing children 6b. Example of questionnaire for primary children 6c. Definition of a parent (from Glossary of Code and the Children Act 1989) 9. EHC plan: Advice and information requests 10a. Managing Complex Change 10b. Action Plan Example Source Lists: Further Reading List of Voluntary Organisations References Index