Only two roles are statutorily required in maintained schools, the Headteacher and the SENCO, and of these, only the SENCO is required to be a qualified teacher, demonstrating just how vital SENCOs are. But being the SENCO can be a lonely role as there is typically only one per school, so it is not always easy to know how SENCOs in other schools are undertaking the role, and there is plenty of what SENCOs do that does not get seen. This book shares the wisdom and experience of individual SENCOs with the entire SENCO community. It provides practical insights on inclusion and specialist provision, and reveals the professional inner secrets of SENCOs, from the things SENCOs wish they had known at the outset of their career to the best and worst decisions they have made. The chapters explore alternatives to school exclusion, examine ways of using data to improve inclusion and share the inspirational stories of individual learners with SEND. The Secret Life of SENCOs will transform how you deliver the SENCO role by combining the benefit of hindsight with the luxury of insight to provide the privilege of foresight. It is a valuable resource for both new and experienced SENCOs, as well those considering beginning in the role.

"Only two roles are statutorily required in maintained schools, the Headteacher and the SENCO, and of these, only the SENCO is required to be a qualified teacher, demonstrating just how vital SENCOs are. But being the SENCO can be a lonely role as there is typically only one per school, so it is not always easy to know how SENCOs in other schools are undertaking the role and there is plenty of what SENCOs do that does not get seen"--

"Only two roles are statutorily required in maintained schools, the Headteacher and the SENCO, and of these, only the SENCO is required to be a qualified teacher, demonstrating just how vital SENCOs are. But being the SENCO can be a lonely role as there is typically only one per school, so it is not always easy to know how SENCOs in other schools are undertaking the role and there is plenty of what SENCOs do that does not get seen"--

Are you overwhelmed by the amount of paperwork that SEN generates in your school? Would you like to spend more time actually improving the quality of teaching and learning for pupils with SEN or disabilities? If so, this is an essential book for you. Fully revised and updated for the 2014 SEN Code of Practice, this new edition contains strategies for reducing the number of individual education plans and review meetings. Beating Bureaucracy in Special Educational Needs will help you to use existing systems for target setting, recording and planning – personalised systems that are used for all children as part of everyday teaching practices. It lists the intervention programmes that really work and showcases the work of four schools that have successfully developed ways of planning provision, working with parents, and supporting staff development. Ready-to-use proforma in the book are also available online, and include a model policy for Ofsted; strategy sheets for all main types of SEN; provision maps and proformas to help you plan, monitor and evaluate your provision Beating Bureaucracy in Special Educational Needs will provide support for school leaders, SENCOs and anyone undertaking the national SENCO award. A practical and engaging guide, this new and updated edition shows how to put responsibility for supporting children with most types of additional need firmly back where it belongs – with class and subject teachers. It will help you – in the words of one SENCO – ‘get your life back’.

In this ground-breaking new work, Dan Goodley makes the case for a novel, distinct, intellectual, and political project – dis/ability studies – an orientation that might encourage us to think again about the phenomena of disability and ability. Drawing on a range of interdisciplinary areas, including sociology, psychology, education, policy and cultural studies, this much needed text takes the most topical and important issues in critical disability theory, and pushes them into new theoretical territory. Goodley argues that we are entering a time of dis/ability studies, when both categories of disability and ability require expanding upon as a response to the global politics of neoliberal capitalism. Divided into two parts, the first section traces the dual processes of ableism and disablism, suggesting that one cannot exist without the other, and makes the case for a research-driven and intersectional analysis of dis/ability. The second section applies this new analytical framework to a range of critical topics, including: The biopolitics of dis/ability and debility Inclusive education Psychopathology Markets, communities and civil society. Dis/ability Studies provides much needed depth, texture and analysis in this emerging discipline. This accessible text will appeal to students and researchers of disability across a range of disciplines, as well as disability activists, policymakers, and practitioners working directly with disabled people.

Educating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin effective practice within a whole-school and cross-agency approach. Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services. Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations. Reflective activities and practical resources are provided and are also available to download. This book will be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children’s nurses and allied health professionals.

Reprint of the original, first published in 1861.