Special educational needs in the primary school

by . Gross (Author)

• Used

  Illustrated
  2002

  $3.25

  Reviews of the first two editions:
  
  extraordinarily rich in ideas...an essential buy. - TES
  
  an excellent, clearly written work which is full of practical advice, and presented in an easily readable manner. This book is a highly recommended read. Do buy it and see. - Support for Learning
  
  has proved especially influential at practitioner level ... never failing to offer a balanced assessment. - British Journal of Special Education
  
  I have a comprehensive library of books on special educational needs but I use this one more than any other because I find it readable, practical and accessible. It is a useful and informative book both to read cover to cover and to dip into. Although it is based on sound theoretical knowledge, it is clear that Jean Gross is writing from her own experience as a teacher and SEN practitioner. - TES
  
  Recent legislation and cutbacks to central support services mean that the responsibility for meeting special educational needs is resting ever more squarely on the shoulders of ordinary classroom teachers. Yet few feel wholly confident in their ability to adapt work within the national curriculum to meet the whole range of needs, or coordinate successful individual education plans for children who, for whatever reason, are not learning as well as they might.
  
  This book will increase that confidence. Aimed at busy class teachers, special needs coordinators, heads and teachers in training, it shows how the teacher can build differentiation into planning lessons and schemes of work. It describes workable strategies for managing the most common behaviour difficulties and meeting special needs in language, literacy and mathematics.
  
  At a whole school level, it offers practical guidance on reviewing special needs policies, assessment, record keeping, and the management of roles and resources. The focus is on the way in which schools can do a good job in meeting special needs themselves, within the everyday constraints of time, money and energy, and in so doing provide genuinely inclusive opportunities for all children.
  
  This edition has been comprehensively updated and rewritten to cover the revised SEN Code of Practice and related legislation, new directions in inclusion and all the major curriculum initiatives now in place in primary schools.

• Used

  Paperback
  1993

  $3.25

  Local management of schools and cutbacks in central support services mean that the responsibility for meeting special educational needs is resting ever more squarely on the shoulders of ordinary classroom teachers. However, few feel wholly confident in their ability to adapt work within the National Curriculum to meet the whole range of needs, or co-ordinate successful action plans for children who - for whatever reason - are not learning as well as they might. This work aims to increase that confidence. Aimed at busy class teachers, special needs co-ordinators, heads and teachers in training, it shows how the teachers can build differentiation into planning lessons and schemes of work. It describes workable strategies for managing the most common behaviour difficulties and meeting special needs in language and mathematics. At a whole-school level, it offers practical guidance on developing special needs policies, assessment, record keeping and the management of time, roles and resources. The focus is on the ways in which schools can do a good job in meeting special needs themselves, within everyday constraints of time, money and energy, and in doing so hold back the tide of increasing marginalization of vulnerable children within the education system.