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Transforming the Role of the SENCO
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Table of Contents

Part One: Concepts and contexts of SEN
A national perspective on the training of SENCOs
The challenge of supporting the supporters in the inclusive school
What implications do changing practices and concepts have for the role of SEN coordinator?
Leading Learning: the role of the SENCO
The concept of inclusive pedagogy

Part Two: The Professional Context
Reasons for underachievement and Every Child Matters
Managing behaviour, managing the standards
Assessment for learning in inclusive schools

Part Three: Strategic Development
Developing a joined-up approach to strategic whole school processes
Managing financial and physical resources
Challenging disabling attitudes and stereotypes

Part Four: Coordinating Provision
Assessment for effective practice
A critique of data gathering
Increasing participation, decreasing bureaucracy

Part Five: Leading, developing and supporting colleagues
SENCOs: A partnership role in initial teacher education?
The importance of interpersonal skills
Building consensus: negotiating, listening, influencing and sustaining communication: Learning from Danny
The Governing Body: an (untapped) resource

Part Six: Working in partnership
Working in partnership with parents
Multi-agency collaboration
Hearing the voice of the child: ensuring authenticity

About the Author

Fiona Hallett is Senior Lecturer for Inclusion and SEN, and a Research Fellow of the Centre for Learner Identity Studies at Edge Hill University, UK

Graham Hallett is Senior Lecturer for SEN and Inclusion at the University of Cumbria, UK.

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