LEADER 03979oam 2200661I 450 001 9910453646103321 005 20200520144314.0 010 $a1-138-15795-3 010 $a1-315-06932-6 010 $a1-134-13302-2 024 7 $a10.4324/9781315069326 035 $a(CKB)2550000001139213 035 $a(EBL)1501599 035 $a(OCoLC)862049623 035 $a(SSID)ssj0001305338 035 $a(PQKBManifestationID)11754932 035 $a(PQKBTitleCode)TC0001305338 035 $a(PQKBWorkID)11250318 035 $a(PQKB)10361999 035 $a(MiAaPQ)EBC1501599 035 $a(Au-PeEL)EBL1501599 035 $a(CaPaEBR)ebr10876440 035 $a(CaONFJC)MIL538883 035 $a(OCoLC)958106433 035 $a(EXLCZ)992550000001139213 100 $a20180706h20122002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFirst steps in inclusion /$fStephanie Lorenz 210 1$aLondon ;$aNew York :$cRoutledge,$d2002, 2012. 215 $a1 online resource (222 p.) 225 0 $aA David Fulton Book 300 $a"A David Fulton book"--cover. 300 $aFirst published in Great Britain by David Fulton Publishers 2002. 311 $a1-85346-763-4 311 $a1-306-07632-3 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Dedication; Contents; Acknowledgements; 1 Introduction; What do we mean by inclusion?; What the law and the government say; What research tells us; Why families want inclusion; 2 First Steps for Parents; Choosing a school; Liaising with your LEA; Working with the school; What to do when things go wrong; 3 First Steps for Preschool Settings; Gathering information; Developing a partnership with parents; Assessing children's learning needs; Meeting children's learning needs; 4 First Steps for Primary Schools; Welcoming diversity; Working together as a whole school 327 $aAccessing the curriculumManaging support staff; 5 First Steps for Secondary Schools; Creating a positive school ethos; Collaboration and partnership; Ensuring curriculum access; Alternatives to exclusion; 6 First Steps for SENCOs; Developing the SENCO role; Improving communication across the school; Using support effectively; Annual reviews, IEPs and target setting; 7 First Steps for Class Teachers; Reviewing the situation; Teaching and learning; Using the peer group to best effect; Building a support network; 8 First Steps for Learning Supporters; Clarifying the supporter's role 327 $aIncreasing children's independencePartnership and planning; Developing your own skills; 9 First Steps for Governors; Inclusion and the role of the SEN governor; Disability discrimination and the new act; Developing effective school policies; Resourcing for inclusion; References; Index 330 $aWith more parents of disabled children seeking a mainstream place for their child, educational professionals are increasingly being faced with the task of making these placements successful. For many this can be their first experience of including a child with significant difficulties. This book is aimed at all those, be they parents, teachers, learning support assistants, SENCOs, school managers, governors or LEA officers who are charged with ensuring that inclusion is effective both for individual children and for schools as a whole.

Each chapter looks at the practicalities from a dif 606 $aInclusive education$zGreat Britain 606 $aLearning disabled children$xEducation$zGreat Britain 608 $aElectronic books. 615 0$aInclusive education 615 0$aLearning disabled children$xEducation 676 $a371.9/046 700 $aLorenz$b Stephanie.$0859779 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453646103321 996 $aFirst steps in inclusion$91918590 997 $aUNINA