By Thomas Hehir, Lauren I. Katzman
ISBN-10: 0470880147
ISBN-13: 9780470880142
How to elevate the fulfillment of all young children, from proficient to these with critical disabilities
This ebook offers classes realized from in-depth case reports of a few of our foremost inclusive public colleges. The authors conclusively show that faculties can teach scholars with gentle and serious disabilities quite often schooling study rooms by means of supplying particular schooling providers that hyperlink to and bolster basic schooling guideline. This is going past complying with particular schooling legislation; having a very inclusive setting increases the success point for all scholars and leads to extra devoted and happy teachers.
Insights shared from lecturers, college leaders, mom and dad, and the scholars themselves offer a course ahead for an individual striving to enhance specified schooling companies. The authors demonstrate what those exemplary colleges do this makes them such a success, and supply recommendation for readers who are looking to contain those practices themselves. • Hehir, former U.S. workplace of targeted schooling (OSEP) Director, is a number one identify in precise Education
• Highlights the real relationships among directors, academics, and oldsters to foster greatest collaboration among normal and specified education
• contains details on committing to common layout for studying (UDL) and optimistic habit Supports
This important source zeroes in on what first-class public faculties do another way to make sure all scholars prevail.
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Additional info for Effective Inclusive Schools: Designing Successful Schoolwide Programs
Example text
56). 56). 56). Chapter 6 covers ‘Identification, assessment and provision in the secondary sector’ giving guidance on ‘School Action’ and ‘School Action Plus’. Triggers for School Action involve progress, attainment and (possibly) access. 51). 51). 51). Identifying, assessing and providing for pupils with SEN 47 School Action Plus triggers again deal with standards of attainment and access. 64). 64). 64). Chapter 7, ‘Statutory assessment of SEN’, has to do with the duties of a LEA under the Education Act 1996 sections 321 and 323 to identify and make a statutory assessment of those children for whom they are responsible who have SEN and who probably need a statement.
This is not without its challenges. For example, there is a tension between attempts by LEAs to establish criteria for SEN and the individual approach to cases in appeals to the Special Educational Needs and Disability Tribunal (Farrell 2004, pp. 17–31). Among LEA criteria for SEN are those developed by Croydon LEA (Farrell 2004a, pp. , p. 24) and Blackpool LEA (Farrell 2004b, Chapter 2). uk). Other LEAs, working with the West Midlands SEN Regional Partnership, are also developing joint criteria: Birmingham, Coventry, Dudley, Herefordshire, Sandwell, Shropshire, Solihull, Staffordshire, Stoke-on-Trent, Telford and Wrekin, Walsall, Warwickshire, Wolverhampton and Worcestershire.
1 National Curriculum levels of attainment Target levels for schemes of work for the great majority * Performance significantly below majority at the end of the Key Stage # Key Stage 1 Key Stage 2 Key Stage 3 Levels 1 to 3 Levels 2 to 5 Levels 3 to 7 Working Working towards Level 1 within or below Level 2 Working within or below Level 3 * As set out in the statutory National Curriculum Orders # As derived from national end of key stage assessment data The examples of the Revised Guidance criteria chosen for this case study are: cognition and learning difficulties; specific learning difficulties, and autistic spectrum disorder.
Effective Inclusive Schools: Designing Successful Schoolwide Programs by Thomas Hehir, Lauren I. Katzman
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