Addressing Special Educational Needs and Disability in the Curriculum: Modern Foreign Languages

John Connor

• Verlag: Routledge
• Jahr: 2017
• ISBN:
  9781315517155
• Auflage: 2
• Thema: Pedagogía
• Thema: Educación general

The SEND Code of Practice has reinforced the requirement that all teachers must meet the needs of all learners. This book provides practical, tried and tested strategies and resources that will support teachers in making modern foreign languages accessible, challenging and exciting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of how SEND can affect learning and how the MFL teacher can reduce or remove any barriers to learning.

Offering strategies that are specific to the context of MFL teaching, this book will enable teachers to:

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• ensure all pupils are able to participate fully in every lesson;
• develop pupils' understanding, motivation and enjoyment;
• adapt content and resources when differentiating materials for pupils with a wide range of learning needs;
• use formative assessments to measure learning.

An invaluable tool for whole-school continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching languages to all pupils, regardless of their individual needs. This book will also be of interest to SENCOs, senior management teams and ITT providers.

Contents

1. Series authors
2. A few words from the series editor
3. Acknowledgements
4. Introduction
5. 1 Meeting special educational needs and disabilities
   Your responsibility
6. 2 The inclusive MFL classroom
7. 3 Teaching and learning
8. 4 Monitoring and assessment
9. 5 Managing support
10. Appendices
11. References and further information
12. Index

Series authors

The author

John Connor is a former head of faculty, local authority adviser and senior examiner. He has also served as an Ofsted team inspector for modern languages and special educational needs in mainstream settings. John was also an assessor on the Advanced Skills Teacher programme for the DfE. He is currently working as a trainer, author and consultant, and has directed teaching and learning quality audits across England, the Channel Islands, Europe, the Middle East and the Far East. He is also a governor of a local primary school.

A dedicated team of SEN specialists and subject specialists have contributed to this series.

Series editor

Linda Evans was commissioning editor for the original books in this series and has co-ordinated the updating process for these new editions. She has taught children of all ages over the years and posts have included those of SENCO, LA adviser, Ofsted inspector and HE tutor/lecturer. She was awarded a PhD in 2000 following research on improving educational outcomes for children (primary and secondary).

Since then, Linda has been commissioning editor for David Fulton Publishing (SEN) as well as editor of a number of educational journals and newsletters: she has also written books, practical classroom resources, Masters course materials and school improvement guidance. She maintains her contact with school practitioners through her work as a part-time ITT tutor and educational consultant.

SEND specialist

Sue Briggs has been supporting the education and inclusion of children with special educational needs and disabilities, and their parents, for over 20 years; variously as teacher, Ofsted inspector, specialist member of the SEN and Disability Tribunal, school improvement partner, consultant and adviser. She holds a masters degree in education, a first class BEd and a diploma in special education (DPSE distinction). Sue was a national lead for the Achievement for All programme (2011–13) and a regional adviser for the Early Support programme for the Council for Disabled Children (2014–15) and is currently an independent education and leadership consultant.

Sue is the author of several specialist books and publications including Meeting SEND in Primary Classrooms and Meeting SEND in Secondary Classrooms (Routledge, 2015).

Subject specialists

Art

Gill Curry was head of art in a secondary school in Wirral for 20 years and advisory teacher for art and gifted and talented strand coordinator. She has an MA in print from the University of Chester and an MA in women’s studies from the University of Liverpool. She is a practising artist specialising in print and exhibits nationally and internationally, running courses regularly in schools and print studios.

Kim Earle is vice principal at Birkenhead High School Academy for Girls on the Wirral. She has previously been a head of art and head of creative arts, securing Artsmark Gold in all the establishments in which she has worked. Kim was also formerly Able Pupils and Arts Consultant in St Helens, working across special schools and mainstream schools with teaching and support staff on art policy and practice. She still teaches art in a mixed ability setting in her current school and works closely with local schools and outside organisations to address barriers to learning.

Design and technology

Louise T. Davies is founder of the Food Teachers Centre, offering advice and guidance to the DfE and other organisations based on her years of experience as a teacher and teacher trainer, and her role in curriculum development at QCA and the Royal College of Art. She led innovation at the Design and Technology Association, providing expertise for a range of curriculum and CPD programmes and specialist advice on teaching standards and best practice, including meeting special educational needs. Most recently, she has worked as lead consultant for the School Food Champions programme (2013–16) and as an adviser to the DfE on the new GCSE in food preparation and nutrition.

English

Tim Hurst began his career as an English teacher at the Willian School in Hertfordshire, becoming Second in English before deciding that his future lay in SEND. He studied for an advanced diploma in special educational needs and has been a SEN co-ordinator in five schools in Hertfordshire, Essex and Suffolk. Tim has always been committed to the concept of inclusion and is particularly interested in reading development, which he passionately believes in as a whole-school responsibility.

Geography

Graeme Eyre has considerable experience of teaching and leading geography in secondary schools in a range of different contexts, and is currently Assistant Principal for Intervention at an academy in inner London. Graeme is a consultant to the Geographical Association and a Fellow of the Royal Geographical Society. He has also delivered training and CPD for teachers at all levels. He holds a BA in geography, a PGCE in secondary geography and an MA in geography education.

History

Ian Luff taught in comprehensive schools for 32 years and was head of history in four such schools, writing extensively and delivering training in teaching the subject. He served in the London Borough of Barking and Dagenham as advisory teacher and as deputy headteacher at Kesgrave High School in Suffolk. Ian was made an honorary fellow of the Historical Association for contributions to education in 2011 and is currently an associate tutor and PhD student in the School of Education and Lifelong Learning at the University of East Anglia.

Richard Harris taught in comprehensive schools for 16 years, and was a head of history and head of humanities, as well as teacher consultant for history in West Berkshire. He has spent 15 years working with trainee history teachers at the universities of Southampton and Reading and is currently director of teaching and learning as well as researching issues mainly relating to history education. He has advised government bodies and worked extensively with the Council of Europe on teacher education and history education. He was made an honorary fellow of the Historical Association in 2011.

Maths

Max Wallace has nine years’ experience of teaching children with special educational needs. He currently works as an advanced skills teacher at an inclusive mainstream secondary school. Appointed as a specialist leader in education for mathematics, Max mentors and coaches teachers in a wide network of schools. He has previously ...