This sequel to "Promoting Inclusive Practice," which won the 1999 TES/NASEN Special Educational Needs Academic Award, assists professionals in identifying and implementing policies that benefit pupils with special educational needs. The text examines how good practitioners can be supported in planning for effective inclusive practice.
This sequel to "Promoting Inclusive Practice," which won the 1999 TES/NASEN Special Educational Needs Academic Award, assists professionals in identifying and implementing policies that benefit pupils with special educational needs. The text examines how good practitioners can be supported in planning for effective inclusive practice.
Christina Tilstone is Senior Lecturer at Birmingham University and also Editor of the British Journal of Special Education Richard Rose is Principal Lecturer in Education at University of Nene, Northampton
Inhaltsangabe
Part 1: Responding to Diversity: The Development of Policies and Strategies 1. Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion 2. Policies and Practice for the Management of Individual Learning Needs 3, Multicultural Inclusion for Pupils with Severe or Profound and Multiple Learning Difficulties 4. Connecting the Disconnected: Exploring Issues of Gender, 'Race' and SEN within an Inclusive Context 5. Policies for Positive Management 6. Effective Multi-agency Work 7. Towards Inclusive Therapy: Policies and the Transformation of Practice Part 2: Policies into Practice through Two Core Subjects 8. Raising Standards in Mathematics 9. Policies for Promoting Literacy: Including Pupils with Severe, Profound and Multiple Learning Difficulties Part 3: Policies and Strategies: a Consideration of the Wider Context 10. Policies to Support Inclusion in the Early Years 11. Education for an Inclusive Adult Life: Policy for the 16-19 Phase 12. The Role of LEAs in Promoting Inclusion 13. 'The Tide has Turned': a Case Study of One Inner City LEA Moving Towards Inclusion 14. The Role of the Educational Psychologist in the Inclusion Process 15. Professional Development of Staff: Steps Towards Developing Policies
Part 1: Responding to Diversity: The Development of Policies and Strategies 1. Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion 2. Policies and Practice for the Management of Individual Learning Needs 3, Multicultural Inclusion for Pupils with Severe or Profound and Multiple Learning Difficulties 4. Connecting the Disconnected: Exploring Issues of Gender, 'Race' and SEN within an Inclusive Context 5. Policies for Positive Management 6. Effective Multi-agency Work 7. Towards Inclusive Therapy: Policies and the Transformation of Practice Part 2: Policies into Practice through Two Core Subjects 8. Raising Standards in Mathematics 9. Policies for Promoting Literacy: Including Pupils with Severe, Profound and Multiple Learning Difficulties Part 3: Policies and Strategies: a Consideration of the Wider Context 10. Policies to Support Inclusion in the Early Years 11. Education for an Inclusive Adult Life: Policy for the 16-19 Phase 12. The Role of LEAs in Promoting Inclusion 13. 'The Tide has Turned': a Case Study of One Inner City LEA Moving Towards Inclusion 14. The Role of the Educational Psychologist in the Inclusion Process 15. Professional Development of Staff: Steps Towards Developing Policies
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