Special Educational Needs Co-ordinator's Handbook
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A01=Garry Hornby
A01=Geoff Taylor
A01=Gregan Davies
A01=Gregan Davis
Assertion Skills
assessment procedures education
assessments
Attend Mainstream Classes
Author_Garry Hornby
Author_Geoff Taylor
Author_Gregan Davies
Author_Gregan Davis
Behaviour Modification Programme
Category=JN
Category=JNLA
child's
Child's 14th Birthday
Child's Learning Difficulties
Children's Learning Potential
classroom intervention techniques
co-ordinators
educational psychology
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Feedback
IEP
implementing special needs code
inclusive education strategies
learning disabilities support
mainstream
Mainstream Schools
NC Core Subject
O-O R D
OFSTED Inspection
OFSTED Inspection Criterion
Parent Partnership Schemes
parent teacher collaboration
progress
provision
Psychological Assessment
PTA Member
review
school
Sen
Sen Co-ordinator
Sen Co-ordinators
Sen Provision
Sen Pupil
Spina Bifida
SSAs
statutory
Statutory Assessment
Technical Papers
Product details
- ISBN 9781138418592
- Weight: 520g
- Dimensions: 210 x 297mm
- Publication Date: 11 Aug 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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In September 1994, the Code of Practice on the Identification and Assessment of Special Educational Needs came into force, and with it a major increase in the expectations placed on teachers in mainstream schools, in particular on the SEN coordinators. This handbook discusses the implications for schools and gives practical guidance on how to implement the code effectively. Throughout, the book provides: Further information, expanding upon that given in the Code Examples Ideas for dealing with SEN in schools Checklists Proformas for photocopying and direct use in schools The book begins by explaining and expanding on the Code of Practice, setting it in the context of recent developments including the Education Reform Act and OFSTED criteria for evaluating policy and provision for children in SEN. It then goes on to provide guidelines for implementing the Code of Practice at each of the five stages which it specifies and discusses issues which are raised by this. Specific chapters cover: Identifying and assessing SEN within the school Liaison with outside specialists Statementing Annual reviews Knowledge needed by classroom teachers of children with SEN Implications and issues at different stages of the education system Parental involvement Future challenges The book will be of particular interest to special needs coordinators, but will also be of value to anyone else working with children with SEN, including class teachers, heads, advisers, governors, educational psychologists and education welfare officers.
Garry Hornby, Gregan Davis, Geoff Taylor
