04924oam 2200709I 450 991079203470332120230725021533.01-136-03430-70-203-60972-71-299-28792-11-136-03422-610.4324/9780203609729 (CKB)2560000000099869(EBL)1144538(OCoLC)831119469(SSID)ssj0000853094(PQKBManifestationID)11430874(PQKBTitleCode)TC0000853094(PQKBWorkID)10854151(PQKB)10711655(OCoLC)830322409(MiAaPQ)EBC1144538(Au-PeEL)EBL1144538(CaPaEBR)ebr10670494(CaONFJC)MIL460042(FINmELB)ELB134121(EXLCZ)99256000000009986920180706d2010 uy 0engur|n|---|||||txtccrA handbook for inclusion managers steering your school towards inclusion /Ann SydneyLondon ;New York :Routledge/NASEN,2010.1 online resource (129 p.)David Fulton / Nasen"David Fulton"--cover.0-415-49198-3 0-415-49197-5 Includes bibliographical references and index.Cover; A Handbook for Inclusion Managers: Steering your school towards inclusion; Copyright; Contents; Illustrations; Acknowledgements; Abbreviations; Introduction; Chapter 1The big picture; Who is included?; Admissions; Exclusions; The Children Act and Every Child Matters; Special educational needs and disability; What the National Curriculum says; Gender equality; Race and equality; Chapter 2 How well is your school doing?; Compared with the national picture; What RAISEonline shows; What RAISEonline doesn't show; Data within your school; How inclusive is your school already?Chapter 3 EthosDo pupils want to come to your school?; Principles of inclusion; First impressions; Different models of pastoral systems; How schools combat racism; Chapter 4 Organisation: Budgets and staffing; Where does your budget come from?; Staffing; Communicating; Chapter 5 Curriculum; Gifted and talented pupils; Distance learning; Self-evaluation criteria for the curriculum; Language across the curriculum; The role of the Learning Support Unit; Getting accreditation for your school; Post-16 and transition; Getting accreditation for your work on inclusionChapter 6 Monitoring the quality of learningWhat constitutes progress?; Does it matter where pupils are taught?; Inclusive teaching and learning: what does it look like?; What to look for in lessons; Where to start: an example; Reviewing the progress of statemented pupils; Chapter 7 Working with others; Working with pupils; Working with parents and carers; Working with staff; Working with special schools; Working with Regional Partnerships; Working with other agencies; The Common Assessment Framework; Looked-after children; Gypsy, Roma and traveller pupilsWorking with other mainstream schoolsChapter 8 Reporting to others; Governors; Parents; Pupils' records; Ofsted; Chapter 9 Writing the inclusion strategy; Introduction; Monitoring achievement and standards; Teaching and learning; Curriculum; Access and transitions; Leadership and management; Consultation; Implementation; Review; Chapter 10 Writing the inclusion policy; Guidelines; Examples from primary and secondary schools; Conclusion; Appendix: Example of an access plan; Further reading; Websites; Training; Bibliography; IndexAre you responsible for inclusion in your school? As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion. A Handbook for Inclusion Managers presents a wide range of information, providing plenty of fresh ideas and a stimulus for reflection on your practice. This comprehensive and accessible text examines recent legislation, including the Common Assessment Framework, and provides information on how to gain accreditatiDavid Fulton / NasenInclusive educationGreat BritainHandbooks, manuals, etcMainstreaming in educationGreat BritainHandbooks, manuals, etcEducation and stateGreat BritainHandbooks, manuals, etcInclusive educationMainstreaming in educationEducation and state371.9/0460941Sydney Ann.1571021MiAaPQMiAaPQMiAaPQBOOK9910792034703321A handbook for inclusion managers3845085UNINA