By Rita Cheminais
The way forward for certain colleges depends on whether or not they can act as release pads for nearer collaboration with mainstream colleges. supplying hands-on functional aid, this e-book can be utilized to: organise and advance the consultancy position of precise institution crew contributors; plan inclusion education programmes for mainstream colleges; make sure that inclusive perform is on target with concepts for tracking and evaluate; store time and marketplace prone to mainstream colleges with photocopiable templates; and deal with twin placements.
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Additional resources for Closing the Inclusion Gap: Special and Mainstream Schools Working in Partnership
Promotion of social and emotional development, positive behaviour and preparation for adult life. In relation to the strategic direction and development of SEN, all mainstream teachers will need a working knowledge and understanding of key SEN principles, definitions and basic inclusive practices. 5 What to include in a mainstream school inclusion training programme Whole school SMT/Governors/INCO/SENCO Definition, concept and principles of inclusion Inclusion and school improvement Entitlements of learners Action planning for inclusion Access issues – implementing the DDA and SENDA 2001 Access plans Benefits of inclusion Strategic management of inclusion Features of effective inclusive schools Effective deployment of resources Dual registration Monitoring and evaluating inclusion culture, policy and practice (value added) Subject/Pastoral leaders Subject/Class teachers Subject action plans for inclusion Assessment for learning and SEN Practical classroom strategies to implement the NC inclusion statement of principles Tracking SEN pupil progress Implementing ILPs, IEPs, PSPs Using performance data to inform SoW, PoS for SEN pupils Using assessment data to inform planning, teaching and learning for SEN pupils Managing resources for inclusion Deploying LSAs/TAs effectively Monitoring and evaluating inclusion Managing challenging pupil behaviour LSAs/TAs Pupils Effective inclusive support strategies Supporting the implementation of ILPs, IEPs Becoming an ‘inclusion be-friender’, ‘study buddy’, peer mentor/counsellor Assessing impact of support on learning Becoming an inclusive learner Managing challenging pupil behaviour Brain breaks Supporting SEN pupils’ personal care and health needs How to manage stress and anger Parents/Carers Concept and benefits of inclusion and dual registration How parents’/carers/ can support inclusive learning (This inclusion training programme guide has been informed by the TTA National SEN Specialist Core Standards (1999), and the GTC Teachers’ Professional Learning Framework (2003)) 43 44 Closing the Inclusion Gap classes.
Postcode:. Tel: ................................................. To order Send to: David Fulton Publishers, Freepost LON16469 London W4 5BR Freephone: Fax: 0500 618 052 020 8996 3622 Please send me a copy of your complete catalogue Please send me email updates on your new books Email: .............................................. 2 School contract for inclusion This contract is a formal agreement which holds both partnership schools accountable for including dual registered SEN pupils in a mainstream and specialist setting, within the Sunny Town Learning Zone Campus, and for ensuring appropriate provision is put in place.
A marketing plan resembles a route map, which outlines how the special school intends to move from a specialist setting to become an outreach inclusion service and resource base. 2 (see p. 20). 2 Marketing plan for a special school inclusion service Marketing fundamentals Marketing priorities Lead person Actvities over next six months Activities over 6–18 months Products and services Produce curriculum access packs. Plan training on inclusion for mainstream. Develop the outreach inclusion and consultancy team.