3rd Edition

Special Educational Needs for Qualified and Trainee Teachers A practical guide to the new changes

By Rita Cheminais Copyright 2015
    160 Pages
    by Routledge

    160 Pages
    by Routledge

    This completely revised and updated edition, previously published as Special Educational Needs for NQTs and TAs, addresses the latest Teachers’ Standards, and their application in meeting the most recent developments and changes in the special educational needs system and the new SEN Code of Practice.

    Essential reading and an invaluable guide for all qualified, newly qualified and trainee teachers, this highly practical text relates to those accessing SEN training via teaching school alliances, as well as Higher Education.

    Full of tips and strategies on how to meet the needs of a diversity of children and young people with special educational needs, in a range of educational settings, chapters cover:

    • the latest Teachers’ Standards aligned to the most recent SEND changes
    • the revised SEN Code of Practice, the Children and Families Act, and the Equality Act and its related Duties
    • teaching schools, specialist leaders of education in SEN, and new training models for building teacher capacity in SEN
    • how to meet the latest OFSTED inspection requirements for SEND
    • what works best in the effective teaching of pupils with SEN and those eligible for the pupil premium

    Featuring useful checklists, templates and photocopiable, downloadable resources to support professional development in SEN, this practical resource contains a wealth of valuable advice, in addition to signposting to further information.

    This no-nonsense, down-to-earth authoritative text will provide essential reading for all experienced qualified, newly qualified and trainee teachers, as well as to those delivering SEND training in Higher Education, local authorities, and in teaching schools and their alliances.

     

    1. Working within the law and frameworks for SEN and disability

    Demystifying the terminology

    Legislation and developments in SEN and disability 2010-2014

    The Children and Families Act 2014, Part 3

    The SEND Code of Practice (0-25) 2014

    The Equality Act 2010 and its related duties

    OFSTED inspections and SEND

    Teachers professional development for SEND

    The concept, use and impact of the pupil premium

     

    2. Promoting good progress and outcomes for pupils with SEN

    Teacher accountability for SEN pupils’ attainment, progress and outcomes

    Making best use of the DfE guidance on Progression

    SEN Support: a graduated approach to ensuring the progress of pupils with SEN

    The brain, memory and their influence on SEN pupils learning and progress

    Meta-cognition improving the learning and progress of pupils with SEN

    Supporting pupils with SEN to become independent learners

    Setting relevant homework to enhance the progress and learning of pupils with SEN

       

    3. Adapting teaching to respond to the strengths and needs of pupils with SEN

    Barriers to learning for pupils with SEN and to overcome these

    Learning styles

    Differentiation to ensure effective teaching for pupils with SEN

    The features of high quality teaching

    Using questioning

    Developing thinking skills

    Meeting the needs of pupils with high-incidence SEN

    Different stages of development informing the adaptation of teaching

       

    4. Making accurate and productive use of assessment

    The underpinning principles and purpose of assessment

    Assessment terminology

    The government’s latest assessment expectations and reforms

    The SEND Code of Practice 2014 and assessment

    The principles and practice of effective assessment for learning and SEN pupils

    How best to give pupils with SEN assessment feedback

    Using and analysing SEN pupil-level attainment data

    How to engage pupils with SEN in assessing and reviewing their own learning

     

    5. Effective behaviour management to ensure a good and safe learning environment

    Identification of pupils with social, emotional and mental health difficulties

    Government expectations regarding pupil behaviour

    Different levels of classroom behaviour

    Recording, analysing and tracking pupil behaviour

    The four R’s framework for effective behaviour management

    Twenty top tips for managing pupil behaviour

    Meeting OFSTED expectations for pupil behaviour

    Identifying and tackling bullying, including cyber-bullying

    Concept, causes and characteristics of pupils with low self-esteem

    Positive approaches to raising pupils’ self-esteem

    Developing a safe emotionally intelligent learning environment

       

    6. Fulfilling wider professional development responsibilities

    Developing effective teamwork with other colleagues

    Productive partnerships with multi-agency practitioners

    Working in partnership with the SEN Co-ordinator

    The concept and features of the person centred approach

    Coaching and mentoring to build teacher capacity in SEN

    Deploying teaching assistants effectively

    Effective partnership working with parents and carers of pupils with SEN

    Using the structured conversation to strengthen parental communication

     

    Biography

    Rita Cheminais is a freelance education consultant, author and national speaker.