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handbook of model letters and memos for engineers scientists and technical professionalsA Handbook for Inclusion Managers presents a wide range of information, providing plenty of fresh ideas and a stimulus for reflection on your practice. It will help you to create and manage an inclusive school, covering a wide range of knowledge and skills including: Providing a framework which can be adapted to suit individual schools, A Handbook for Inclusion Managers includes a checklist of good practice to enable you to keep track of your school's progression. The author provides numerous references to useful organisations, websites and publications to make your life easier. Daher ist eine PDF auch fur ein komplexes Layout geeignet, wie es bei Lehr- und Fachbuchern verwendet wird (Bilder, Tabellen, Spalten, Fu?noten). Bei kleinen Displays von E-Readern oder Smartphones sind PDF leider eher nervig, weil zu viel Scrollen notwendig ist. Wenn die notwendigen Voraussetzungen nicht vorliegen, konnen Sie das E-Book leider nicht offnen. Daher mussen Sie bereits vor dem Download Ihre Lese-Hardware vorbereiten. Bitte beachten Sie bei der Verwendung der Lese-Software Adobe Digital Editions: wir empfehlen Ihnen unbedingt nach Installation der Lese-Software diese mit Ihrer personlichen Adobe-ID zu autorisieren! Systemvoraussetzungen Mehr Informationen finden Sie in unserem Datenschutzhinweis. Louis Libraries ( University of Missouri Libraries ) Louis Libraries. This item is available to borrow from 1 library branch. As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion. A Handbook for Inclusion Managers presents a wide range of information, providing plenty of fresh ideas and a stimulus for reflection on your practice.http://cribpointonline.org/cribpointonline/userimages/fluke-1900a-manual.xml
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This comprehensive and accessible text examines recent legislation, including the Common Assessment Framework, and provides information on how to gain accreditati As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion. This comprehensive and accessible text examines recent legislation, including the Common Assessment Framework, and provides information on how to gain accreditati Writing the inclusion policy Writing the inclusion policy Louis, MO, 63121, US Louis Libraries Louis Libraries Louis Libraries. Learn more - opens in a new window or tab This amount is subject to change until you make payment. For additional information, see the Global Shipping Programme terms and conditions - opens in a new window or tab This amount is subject to change until you make payment. If you reside in an EU member state besides UK, import VAT on this purchase is not recoverable. For additional information, see the Global Shipping Programme terms and conditions - opens in a new window or tab Learn More - opens in a new window or tab Learn More - opens in a new window or tab Learn More - opens in a new window or tab Learn More - opens in a new window or tab Learn More - opens in a new window or tab Minimal damage to the book cover eg.If this is a hard cover, the dust jacket may be missing. Binding has minimal wear. The majority of pages are undamaged with some creasing or tearing, and pencil underlining of text, but this is minimal. No highlighting of text, no writing in the margins, and no missing pages. See the seller’s listing for full details and description of any imperfections. As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion.http://asea-admin.com/_userfiles/20201014170000.xml This comprehensive and accessible text examines recent legislation, including the Common Assessment Framework, and provides information on how to gain accreditation for your work on inclusion. It will help you to create and manage an inclusive school, covering a wide range of knowledge and skills including: getting the best from your staff how to interpret data to judge the achievement of different groups in your school where the money for inclusion comes from what inclusive teaching and learning look like working with special schools community cohesion reporting to governors, parents and Ofsted working on an inclusion strategy. Providing a framework which can be adapted to suit individual schools, A Handbook for Inclusion Managers includes a checklist of good practice to enable you to keep track of your school's progression. The author provides numerous references to useful organisations, websites and publications to make your life easier. This invaluable companion for Inclusion Managers, SENCos and anyone working on inclusion gathers together the background information and practical advice you need to successfully manage a truly inclusive learning environment. You're covered by the eBay Money Back Guarantee if you receive an item that is not as described in the listing. Find out more about your rights as a buyer - opens in a new window or tab and exceptions - opens in a new window or tab. Contact the seller - opens in a new window or tab and request post to your location. Please enter a valid postcode. Please enter a number less than or equal to 1. We may receive commission if your application for credit is successful. Terms and conditions apply. Subject to credit approval. We may receive commission if your application for credit is successful. All Rights Reserved. User Agreement, Privacy, Cookies and AdChoice Norton Secured - powered by DigiCert.https://formations.fondationmironroyer.com/en/node/14752 As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion. Providing a framework which can be adapted to suit individual schools, A Handbook for Inclusion Managers includes a checklist of good practice to enable you to keep track of your school’s progression. This invaluable companion for Inclusion Managers, SENCos and anyone working on inclusion gathers together the background information and practical advice you need to successfully manage a truly inclusive learning environment. Condition: New. New Book. Shipped from UK. Established seller since 2000.Condition: New. New Book. Shipped from UK. Established seller since 2000.New copy - Usually dispatched within 5-9 working days.Condition: New. New softcover, light scratch to back cover otherwise this book is clean and tight.All Rights Reserved. Edited by Keith Topping and Sheelagh Maloney Edited by Keith Topping and Sheelagh Maloney Edited by Keith Topping and Sheelagh Maloney.This invaluable text draws together an impressive and wide-ranging selection of articles on inclusion to bring clarity and lucidity to a complex subject. While the majority of texts deal with inclusive education within narrow parameters, this book aims to extend our understanding of inclusion by connecting issues of race, social disadvantage, gender and other factors. It successfully integrates rigorous theorising and sound empirical research with clear, accessible and practical guidance for professionals. Each chapter ends with questions and issues for reflection. The book also includes an annotated list of further reading. It is designed to encourage readers to conduct their own research. This is an important and useful text for practitioner, postgraduate students, researchers, academics and policy-makers in education. Keith Topping is Professor of Educational and Social Research Education and Social Work at the University of Dundee, Scotland. III the Faculty of Sheelagh Maloney worked as a teacher, manager and senior psychologist before starting her own company The Inclusion Consultancy Ltd in 2003. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Illustrations Boxes 11.1 11.2 11.3 11.4 11.5 Creating and maintaining a whole-school behaviour policy in a six-teacher primary school The content of a whole-school behaviour policy Checking the behavioural environment Reward principles Offering classroom support sensitively 164 164 166 168 169 PREFACE This book aims to integrate and bridge theorising and empirical research with accessible and clear evidence-based practical guidance for workers in all educational contexts at all systemic levels. It seeks to bring some clarity to what is often a muddy area, while sustaining balance and avoiding reinforcing singular perceptions or espousing particular value judgements. It raises many questions that await a clear answer or invite alternative answers - but tries to raise these questions clearly so that the challenges for the future are evident to all. The book seeks to offer students, lecturers and researchers some of the best material in the area, saving time and effort in developing their own collections of relevant papers and chapters, as well as offering a consistent high quality of material from a systematic rather than opportunistic search. It incorporates prompts to onward reading and reflection designed to add continuing value to the reader. The main readership is expected to be those engaged in pre-service or in-service education and training in education and related welfare professions (as learners, module designers, deliverers, directors or inspectors). This would include postgraduate students (PGCEs, masters and doctorates) and undergraduates. As teachers are encouraged to undertake research as part of their professional development and progress to Chartered Teacher status, this book should prove essential reading. The book will also appeal to other professionals engaged in self-managed continuous professional development (e.g. educational psychologists), and to academic staff interested in applied and interdisciplinary research. It should also appeal to policy-makers and administrators charged with translating the inclusion rhetoric into reality. Keith Topping and Sheelagh Maloney INTRODUCTION K. Topping and S. Maloney 'The act of embracing as a member of a whole.' (Oxford English Dictionary) 'We, being many, are one body - and everyone, members one of another having gifts differing according to the grace that is given to us..' (Romans 12: 5-6) 'Inclusion' - a word much more used in this century than in the last. It has to do with people and society valuing diversity and overcoming barriers. But what exactly does it mean. Do different people mean different things by it. Would you recognise it if you walked past it. Where would you find it. How do you create it. How do you know when you have created it. This book hopes to illuminate the way to some of the answers to some of these questions. You will not find all the answers here, but the editors hope that you will emerge asking more intelligent and challenging questions. Like learning, inclusion is a dynamic process, not a static condition - a journey, not a destination. So, welcome to the debate. This introductory chapter aims to offer a broad overview of the field, but be warned that it also aims to provoke and challenge. The chapters that follow offer more specific detail connected directly to relevant evidence. Critical analysis features throughout, but this is not intended to be negative and destructive or designed to shatter naive optimism. On the contrary, the aim is to better equip the reader to deal with the realities of everyday life, while moving towards a more selective, effective and robust form of inclusive practice which is founded solidly on clear conceptualisation and good evidence. Focus This book addresses that subset of the social inclusion agenda that is within educational contexts, including early years provision, primary and secondary education, further and higher education, and community education. It addresses inclusion issues arising from special educational needs and disability, but goes far beyond that to consider those arising from social class, socio-economic disadvantage, race, gender and other factors. One practical reason for this wide scope is that these factors often interact, and consideration of only one factor in isolation can lead to faulty conclusions. 2 K. Topping and S. Maloney Definitions and historical changes Exploring some of the main concepts and boundaries of the territory of inclusion can prove a tricky business. A brief overview is offered here, and the first ensuing section of this volume (Concepts and Context) explores these issues in greater detail. Special education and disability It all started with 'special educational needs' (as we now call them - in the past much more offensive terms were used). In the previous century, concern about pupils with serious learning difficulties led to the development of whole industries providing 'special education' in 'special schools'. This development of provision was paralleled by feeder industries categorising children into 'special' or otherwise. Much of this segregation into 'special schools' proceeded without reference to any evidence as to whether such pupils learned more effectively in such settings. However, once the 'special education' industries were well established, professional vested interest in the status quo tended to resist any changes. And once a child was in a special school, few ever returned to the mainstream. In fact, it is difficult to find convincing evidence that pupils do better in special schools. However, much of the subsequent movement in political and public opinion towards the 'integration' or 'reintegration' of pupils with learning difficulties into 'mainstream' schools stemmed more from ethical arguments than from any functional rationale. Many educationalists came to talk about 'integration', but rather fewer of them were actually doing it. Even before 'integration' became widespread in practice, the rhetoric moved on and 'Inclusion' became the new buzzword. Social inclusion and political agendas The concept of educational inclusion was now set in the much wider context of 'social inclusion', implying concern about all those of all ages who were marginalised, unproductive and non-participative in society. If 'society' operates in family, friendships, the community, education, the workplace and leisure activities, social inclusion in some or perhaps all these contexts was presumed desirable. This does not mean that everybody should be the same. Social exclusion is associated with a combination of problems such as poor skills, unemployment, low incomes, poor housing, high crime environments, bad health and family breakdowns. It should not be assumed that these are purely urban phenomena (Shucksmith, 2000). Economic, political and cultural inclusion should also be considered. Section two of this volume explores issues of gender, race, disability, poverty and social class. Margaret Thatcher (erstwhile UK right-wing Prime Minister) famously stated that there was no such thing as society, and therefore presumably no such thing as social inclusion. Concerns about social inclusion articulated much more with the traditional agenda of left-wing government, and in the United Kingdom were associated with the Labour Party assuming and sustaining governmental office. Such concerns were not new, and might previously have been debated in the context of the 'Equal Opportunities' agenda. Of course, equal opportunities did not mean simply treating everyone equally, since that would merely reinforce pre-existing differences - rather, it implied treating different people differently so that they would have equal opportunities to maximise their potential. Introduction 3 Human rights The concepts of 'equal opportunities' and inclusion incorporated notions of human rights and entitlements - grand ethical ideas which can prove difficult to translate into effective practice on the ground. The rights and entitlements of children (in particular) have received increasing attention in recent years (e.g. Alaimo and Klug, 2002), being for example strongly endorsed by the UN Convention on the Rights of the Child, by UNESCO in the Salamanca Statement, and reflected in the United Nations' call for 'Education for All'. This has been coupled with developments in practical methods to promote pupil involvement and participation in their own schooling (e.g. Beresford, 2003). Conceptual and legislative change - and unintended consequences As these definitional changes unfolded, previous ways of understanding the world (and educational needs) were challenged. Within special education, the old system of categorisation of children located the problem within the child, conceptualising it as a deficit or defect in the individual, and applying a medical, diagnostic modelas if learning difficulties were some kind of disease. Pseudo-diagnostic labels such as 'educationally subnormal' were used. Sometimes this medical way of thinking was extended further, as in talk of 'social pathology' in families or communities. From 1980 onwards, such categorisation of children (which implied a permanent condition and that they were labelled for life) was made illegal in the United Kingdom (although in the United States such categorisation carried on). Political pressure from disability groups and parental advocacy had begun to change societal values, with consequent effects on legislation. Instead, the emphasis in assessment was to be on specifying the needs of the child - what kind of teaching and resources were most likely to effect educational progress. Unfortunately, this apparently positive development degenerated all too rapidly into a welter of wasteful bureaucracy, with statutory assessments conducted by highly qualified professionals used by various stakeholders as a tool to unlock resources. However, the total pool of resources available did not grow rapidly enough to meet the increased demand, so these expensive levers often yielded rather small movement. Also, a postcode lottery operated, some local authorities maintaining statements or records of special educational needs on over twice as many children as other authorities with very similar demographic characteristics (although whether volume of paperwork related to actual meeting of needs is another issue). Additionally, the articulate and assertive middle classes who could play the system tended to do disproportionately well out of it, diverting resources from more needy children from socio-economically disadvantaged families. Nonetheless, the emphasis on needs did result in a movement away from medical models of disability, and towards social and educational models of disability, which acknowledged that educational difficulties are dependent upon the educational context in which the child is situated, and the type and quality of the teaching they receive - in other words, factors outside the child as well as inside (Mittler, 2000). Subsequently, assessment of children became even broader, with increasing emphasis on a range of contexts or ecologies in which the child operated in different ways at different systemic levels - ecosystemic assessment. It followed that if the micro-ecology changed, the child's performance and behaviour was likely to change. 4 K. Topping and S. Maloney Government thinking was also becoming more ecosystemic, acknowledging the interaction of a multiplicity of variables. Traditionally, various central and local government services for children and families had been delivered by separate agencies, sometimes characterised not only by a lack of coordination but at times by active enmity and obstruction. Central government increasingly called for 'joined up' or integrated services. Some local government authorities introduced developments such as 'community' or 'full-service' schools as vehicles for this (at times while remaining patently un-joined-up themselves). Others combined education and social services for children into a notionally integrated 'Children's Services' department. However, other government policies had unintended consequences which hampered inclusion. For example, the emphasis on reaching attainment targets, free parental choice of school and the publication of league tables of raw scores on high stakes tests of questionable reliability and validity created powerful disincentives for head teachers to open their doors to pupils whose performance might in any way damage the reputation and consequently the viability of the school. At the same time, these factors created a pressure on existing school populations to achieve the new targets, doubling the barriers to Inclusion. Despite this, national policy-making continued undeterred. One strand of the government's Skills Strategy relates to the vision of Learning Communities as a means of tackling educational disadvantage. Indices of 'community cohesion' encompassing eight domains of 'social capital' have been developed (Forrest and Kearns, 1999; Cantle, 2001), not least in response to concern in places about community unrest and racially motivated rioting. Beyond this, there is a growing critical mass of thinking that the term SEN is becoming redundant, and may actually be unhelpful (given its overtones of bipolar categorisation rather than continuous dimension). Legislative change in education often tends to follow operational change rather than lead it. Consequently, legislation in the United Kingdom is only just beginning to emerge from the conceptual constraints of SEN terminology, by incorporating the notion of 'Reasonable Adjustment', which places an obligation on the school to create a suitable learning environment for all children. It will be interesting to see how this is addressed by the legal profession as case law develops, and whether this will lead to more inclusive practice. As it becomes accepted that every child has a right to learn differently and teaching has to take account of these differences, then Inclusion should truly become a school improvement issue, with quality assurance at its core. Conceptual confusion and behavioural divergence However, this plethora of conceptions has led to considerable semantic confusion. The different implicit definitions of 'inclusion' espoused by different workers might not be immediately evident in their conversations related to the topic worsening later confusion. Catlett and Osher (1994) undertook a content analysis of various policy and position statements from national organisations in the United States on the inclusion of students with disabilities. Less than half of these actually offered a definition of inclusion, and no two definitions were alike. Small wonder that teachers and parents can become confused. Introduction 5 Rhetoric also often departs from reality. Croll and Moses (2003) tracked a number of local authorities (all of whom had policy statements committing them to the fullest possible 'inclusion') over a period of years, during which time some of these authorities actually increased the number of pupils in segregated special provision. Indeed, the move towards actual inclusion of pupils with special educational needs has been characterised as 'painfully slow' (Gold, 2003). Based on statistics analysed by Norwich (2003), the Centre for Studies on Inclusive Education (www.csie.org) calculated that at current rates of change it would take the average local education authority 55 years to reach the inclusion levels already achieved by the London Borough of Newham - and the worst performing local authority well over 100 years (Gold names these authorities). Between 1997 and 2001,41 local authorities actually increased the numbers of children in segregated special schools. Expanding concepts of inclusion All commentators now agree that inclusion should mean much more than the mere physical presence of pupils with special educational needs in mainstream schools (e.g. Nind et al., 2003). Such pupils should also be able to access the mainstream curriculum successfully, which may need supporting, individualising or differentiating in some way. Indeed, in the United Kingdom and the United States there is a legal obligation on schools to provide curricular and physical access for all pupils. Apart from issues of learning, they should feel, behave as, and be treated as full members or citizens of the school community. Farrell and Ainscow (2002) have described this as the Presence-Acceptance-Participation-Achievement cycle. However, ideally inclusion should go even further, and schools should engage all families and the community as well as all children, seeking effective intergenerationallearning across the lifespan, which might occur inside schools or outside or through a combination of these. These expanding notions of inclusion are illustrated in the four levels of Figure 0.1. However, the area of social and educational inclusion remains chronically under-theorised, limiting attempts to bring consistency and cohesiveness to the field, (despite the courageous efforts of such as Clough and Corbett, 2000; Dyson and Millward, 2000; Norwich, 2000). It is also worth noting that little of this might be completely new. Thus, Brendtro et al., (1990) asserted that inclusion is not a new concept, but rather something that operated very effectively before cultures were economically and culturally driven by 'things material' and social mobility led to the decline of family and community life. If it 'takes a whole village to raise a child', it is likely to take a bundle of resources to raise a child with special challenges if the community and family have disintegrated. Perceptions of inclusion Legislation in the UK has tended to be based upon epidemiological surveys suggesting that 20 per cent of the child population might be construed as having some degree of special educational need, and of these 2 per cent have such substantial special needs as to merit detailed assessment and special provision enshrined in statutory 6 K. Topping and S. Maloney 2 Children with SEN Accessing Mainstream Curriculum with Social and Emotional Integration 3 All children Achieving and Participating despite Challenges stemming from poverty, class, race, religion, linguistic and cultural heritage, gender, etc. 4 All Children, Parents and the Community Equally Achieving and Participating in Lifelong Learning in Many Forms In and Out of School and College Figure 0.1 Expanding concepts of inclusion: four levels documentation accessible to parents and other professionals. Of course, in the continuous dimension of need, divisions are inevitably arbitrary and lines could be drawn anywhere. Over the last 20 years in the United Kingdom teachers have tended to perceive an increase in the number of children with special needs in mainstream classes, but this perception does not match with other data, since the decline in the special school population has actually been quite small (Croll and Moses, 2003). The biggest increase in mainstreaming has actually occurred for children with learning difficulties. However, teachers tend to express greatest concern about pupils with emotional and behaviour difficulties - perhaps because such children are perceived as most likely to damage the education of their classmates as well as being most stressful for the teacher (Scruggs and Mastropieri, 1996; Hastings and Oakford, 2003). The third section of this volume explores the exclusion of such children from schools. It is also clear that some children who are seen as having special educational needs in one classroom are not seen as having them in another. Many more boys than girls are perceived as having special needs (especially in the predominantly female environment of the primary school). Also, teachers tend to perceive learning difficulties more readily in children of South Asian origin, and behaviour difficulties more readily in male children of African-Caribbean origin, although both tendencies have become less strong in recent years. Teacher belief systems and attributions are likely to have a significant effect on the implementation of 'inclusion' within educational systems.