000			04099cam a2200397 a 4500
999			_c996 _d996
001			15658528
003			OSt
005			20190830125045.0
008			090313s2010 enka b 001 0 eng
010			_a 2009010623
015			_aGBA951557 _2bnb
016	7		_a015265555 _2Uk
020			_a0415495830 (pbk.)
020			_a9780415495837 (pbk.)
035			_a(OCoLC)ocn316233331
040			_aDLC _cDLC _dYDXCP _dUKM _dBWKUK _dBWK _dDLC
043			_ae-uk---
050	0	0	_a371.9 CHE _bC47 2010
082	0	0	_a371.90941 _222
100	1		_aCheminais, Rita.
245	1	0	_aSpecial educational needs for newly qualified teachers and teaching assistants : _ba practical guide / _cRita Cheminais.
250			_a2nd ed.
260			_aLondon ; _aNew York : _bRoutledge, _c2010.
300			_axviii, 132 p. : _bill. ; _c30 cm.
500			_aRev. ed. of: Special educational needs for newly qualified and student teachers.
504			_aIncludes bibliographical references and index.
505			_aList of Figures and Tables Foreword Acknowledgements Abbreviations How to use this Book Introduction 1. Working within the law and frameworks for SEN, disability and ECM The requirements of the Professional and Occupational Standards for Teachers and Teaching Assistants Demystifying the terminology Recent legislation related to SEN, disability and ECM Government frameworks & Codes of Practice for SEND, Inclusion & ECM Government reports & guidance on SEND, Inclusion, ECM & Safeguarding Recent research reports on SEN and Inclusion Useful resources Further activities 2. Making sense of SEN, disability, inclusion and ECM Professional requirements of teachers and TAs Identifying barriers to learning and participation Meeting a diversity of needs through personalised learning approaches The features of quality first teaching and inclusive classroom practice The waves of intervention Making best use of ICT to promote curriculum access Positive approaches to raising pupils self-esteem, developing their emotional literacy and managing their behaviour Meeting pupils well being across the curriculum and in school Useful resources Further activities 3. Assessing SEN/LDD pupil progress, monitoring and evaluating personalised provision Professional requirements of teachers and TAs Assessment for learning, well being and behaviour of pupils with SEN/LDD Tracking the progress of pupils with SEN/LDD Expectations for the progression of pupils with SEN/LDD RAISEonline and SEN pupil level attainment data Monitoring and evaluating provision and interventions for pupils with SEND Meeting the new OFSTED inspection requirements Useful resources Further activities 4. Developing constructive professional partnerships for collaboration and team working Professional requirements of teachers and TAs Effective partnership working with teaching assistants Productive partnership working with parents/carers of pupils with SEN Joint inter-professional values statement for inter-professional working Good practice principles for working with multi-agency practitioners Protocols for information sharing and confidentiality Engaging with ECM systems and procedures The role of the SENCO supporting NQTs and trainee teachers/TAs Roles and responsibilities of practitioners working with SEN/LDD pupils The role of the school improvement partner and SEN, disability and ECM The role of the AST and Excellent Teacher for SEN The role of the local authority SEN and Inclusion Consultant Useful resources Further activities Glossary
650		0	_aSpecial education _zGreat Britain.
650		0	_aChildren with mental disabilities _xEducation _zGreat Britain.
650		0	_aFirst year teachers _zGreat Britain.
650		0	_aTeachers' assistants _zGreat Britain.
700	1		_aCheminais, Rita. _tSpecial educational needs for newly qualified and student teachers.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS