Teaching Children and Young People with Special Educational Needs and Disabilities

Sarah Martin-Denham

• Publisher: SAGE Publications Ltd
• Year: 2015
• Print ISBN:
  9781446294338
  9781446294321
• eBook ISBN:
  9781473918221
• Edition: 1
• Topic: Education
• Subtopic: Inclusive Education

All teachers are expected to have a clear understanding of the needs of all pupils and be able to use and evaluate distinctive teaching approaches to engage and support their entire class. But how do you actually teach and work with young people in an inclusive way?

This book is your ultimate guide with chapters on:

• Your first day in a specialist provision
• Teaching, Planning and Assessment
• Working in partnership

As well as material on specific conditions which covers all areas of exceptionality.

This book gives you the knowledge and practical advice you really need to help you teach children from 0-25 with special educational needs and disabilities.

Index

• abuse, 185–188, 186, 193–194
• adoption, 187, 190–191
• APP (Assessing Pupil Progress), 64
• ASDAN (Award Scheme Development and Accreditation Network), 65–66
• Asperger’s syndrome, 5, 79. See also autistic spectrum condition (ASC)
• assembly, 196–197
• assessment
  • case studies, 63
  • for dyslexia, 113–114, 115
  • formative assessment, 57–64, 59
  • overview, 55–57
  • for pupils with PMLD, 62
  • resources for, 67–68
  • of special educational needs, 6–7
  • summative assessment, 57, 64–66
  • use of national and school-based data and, 66–67
• Assessment for Learning (AfL), 44, 63–64
• attachment difficulties, 5
• attention deficit disorder (ADD), 5, 140–141
• attention deficit hyperactivity disorder (ADHD), 5, 140–141
• augmentative and alternative communication (AAC)
  • case studies, 95
  • communication grids and books, 103–104, 103, 104
  • eye gaze and E-Tran frame, 96–97, 97
  • PECS^®, 80, 97–101, 100, 102, 109, 198–199
  • signing, 29, 101–102
  • symbols, 102–103, 102
  • technology and, 106–107
  • use of, 94–96
  • voice output communication aids, 94, 105–106, 105–106
• autistic spectrum condition (ASC)
  • case studies, 25, 42–43, 63, 82, 84, 85, 90, 99, 130–131
  • causes of, 82–83
  • definition of, 78–79
  • inclusive classroom and, 85–87
  • intensive interaction and, 128
  • learning and, 83–85
  • overview, 5
  • PECS^® and, 99
  • planning and, 42–43
  • specialist provisions and, 11
  • strategies and resources for, 89–91
  • Tacpac ^® and, 130–131
  • triad of impairments and, 79–82, 80
  • understanding pupils with, 88–90
• Award Scheme Development and Accreditation Network (ASDAN), 65–66

• B Squared...

Table of contents

• Cover
• Table of Contents
• Half Title
• Publisher Note
• Title Page
• Copyright Page
• About the Editor
• About the Contributors
• Acknowledgements
• Preface
• Acronyms and Abbreviations
• Introduction
• Who’s Who in Specialist Provision?
• Your First Day in Specialist Provision
• Teaching and Learning
• Planning for Learning
• Assessing Learning
• Working in Partnership with Families, Parents and Carers
• Autistic Spectrum Condition
• Speech, Language and Communication Needs (SLCN)
• Specific Learning Difficulties (SpLD), Dyslexia, Dyspraxia and Dyscalculia
• Severe, Profound and Multiple Learning Difficulties
• Other Areas of Exceptionality
• Promoting Positive Behaviour
• How to Work Effectively with Support Staff and Other Professionals
• Reflections of Teaching Pupils with Special Educational Needs by Recently Qualified Teachers
• The Particular Needs of Looked After Children
• Reflections of Teaching Pupils with Special Educational Needs by Recently Qualified Teachers
• References
• Index