04099cam a2200397 a 4500 996 996 15658528 OSt 20190830125045.0 090313s2010 enka b 001 0 eng 2009010623 GBA951557 bnb 015265555 Uk 0415495830 (pbk.) 9780415495837 (pbk.) (OCoLC)ocn316233331 DLC DLC YDXCP UKM BWKUK BWK DLC e-uk--- 371.9 CHE C47 2010 371.90941 22 Cheminais, Rita. Special educational needs for newly qualified teachers and teaching assistants : a practical guide / Rita Cheminais. 2nd ed. London ; New York : Routledge, 2010. xviii, 132 p. : ill. ; 30 cm. Rev. ed. of: Special educational needs for newly qualified and student teachers. Includes bibliographical references and index. List of Figures and Tables Foreword Acknowledgements Abbreviations How to use this Book Introduction 1. Working within the law and frameworks for SEN, disability and ECM The requirements of the Professional and Occupational Standards for Teachers and Teaching Assistants Demystifying the terminology Recent legislation related to SEN, disability and ECM Government frameworks & Codes of Practice for SEND, Inclusion & ECM Government reports & guidance on SEND, Inclusion, ECM & Safeguarding Recent research reports on SEN and Inclusion Useful resources Further activities 2. Making sense of SEN, disability, inclusion and ECM Professional requirements of teachers and TAs Identifying barriers to learning and participation Meeting a diversity of needs through personalised learning approaches The features of quality first teaching and inclusive classroom practice The waves of intervention Making best use of ICT to promote curriculum access Positive approaches to raising pupils self-esteem, developing their emotional literacy and managing their behaviour Meeting pupils well being across the curriculum and in school Useful resources Further activities 3. Assessing SEN/LDD pupil progress, monitoring and evaluating personalised provision Professional requirements of teachers and TAs Assessment for learning, well being and behaviour of pupils with SEN/LDD Tracking the progress of pupils with SEN/LDD Expectations for the progression of pupils with SEN/LDD RAISEonline and SEN pupil level attainment data Monitoring and evaluating provision and interventions for pupils with SEND Meeting the new OFSTED inspection requirements Useful resources Further activities 4. Developing constructive professional partnerships for collaboration and team working Professional requirements of teachers and TAs Effective partnership working with teaching assistants Productive partnership working with parents/carers of pupils with SEN Joint inter-professional values statement for inter-professional working Good practice principles for working with multi-agency practitioners Protocols for information sharing and confidentiality Engaging with ECM systems and procedures The role of the SENCO supporting NQTs and trainee teachers/TAs Roles and responsibilities of practitioners working with SEN/LDD pupils The role of the school improvement partner and SEN, disability and ECM The role of the AST and Excellent Teacher for SEN The role of the local authority SEN and Inclusion Consultant Useful resources Further activities Glossary Special education Great Britain. Children with mental disabilities Education Great Britain. First year teachers Great Britain. Teachers' assistants Great Britain. Cheminais, Rita. Special educational needs for newly qualified and student teachers. 7 cbc orignew 1 ecip 20 y-gencatlg ddc STS 0 0 ddc 0 0 18/1 AIISH AIISH 2019-08-30 0 371.90941 20528 2019-08-30 00:00:00 2019-08-30 STS