UID:
edocfu_9959232577102883
Format:
1 online resource (145 p.)
Edition:
2nd ed.
ISBN:
1-134-11881-3
,
1-315-06881-8
,
1-134-11874-0
Content:
〈P〉This new edition has been revised to bring teachers and other education practitioners up to date with the revisions to the Code of Practice due to come into force in January 2002. The author was a member of a working party for the National Advisory Group for special educational needs, with a remit to assist with the revision of the Code. This book reports on the outcomes, and details advice and guidance on the key tasks for its effective implementation.〈/P〉
Note:
First published 1995 by David Fulton Publishers.
,
Cover ; Title Page ; Copyright Page ; Table of Contents ; Foreword; Acknowledgements; Preface; List of Abbreviations; 1. An introduction to the Code of Practice; Introduction to handbook; Background to the 1994 Code of Practice; Issues since 1994; The original 1994 Code of Practice: an overview; 2. The revised Code of Practice: context and key changes; Key changes; Fundamental principles of the revised Code of Practice; The aims of the 2001 Code of Practice; Conclusion; 3. Implications for the class teacher; Definition of special educational needs; Implications for teachers and schools
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Children whose home language is different from the language of instructionImplications for the class teacher; Pre-statutory stage; Post-statutory stage; Action for teachers; Implementation of the Code of Practice in secondary schools; Roles and responsibilities of subject teachers; Transition Plan - key issues; Conclusion; 4. Implications for schools and governing bodies; Introduction; Duties and responsibilities of governing bodies; The school's Special Educational Needs Policy; The role of the special educational needs Governor; The role of the Special Educational Needs Coordinator
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How to formulate and write a Special Educational Needs PolicyA schools' charter for parents and children?; Conclusion; 5. Individual Education Plans; Introduction; Guidelines for completing an IEP; The nature of the difficulty; The action to be taken; The arrangements for review; Problem analysis; A selection of strategies and approaches; SWOT analysis; SWOT analysis: interpretation and discussion; PEST analysis; Force field analysis; Conclusion; 6. School Action and School Action Plus; Introduction; School Action; Initial concern and action: Introduction; Early responses: Summary
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Recognition of need for 'intensive' actionLearning difficulties; Priority; Teaching strategy; Staffing arrangements; Intensive help within School Action: Summary; Process; Requirements; School Action Plus; Early intensive help with external support; Nature of learning difficulty; Teaching and assessment; Priorities for action and performance indicators; Consensus on learning difficulty; Consultation with teachers; Consultation with parents; Consultation with the child; Standards setting and contingency planning; Summary; Process; Requirements; Considering the need for statutory assessment
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Completion of statutory assessmentStatutory assessment and beyond; 7. Statutory assessment; Introduction; Teacher tasks; Criteria for statutory assessment; The child; The teacher; The school; The LEA; Preparation and submission of the Educational Advice; Pre-requirements; The task for schools; Conclusions; 8. Annual Reviews; Purposes of Annual Reviews; How to get the best out of Annual Reviews; Physical arrangements; Process; Requirements for Review meetings; An agenda for schools; Agenda for parents; Essential issues to be addressed at Annual Reviews; The past; The present; The future
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Recommendations to the LEA and parents
,
English
Additional Edition:
ISBN 1-138-16618-9
Additional Edition:
ISBN 1-85346-663-8
Language:
English
DOI:
10.4324/9781315068817
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