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A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney
| A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney |
| Autore | Sydney Ann. |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge/NASEN, , 2010 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 371.9/0460941 |
| Collana | David Fulton / Nasen |
| Soggetto topico |
Inclusive education - Great Britain
Mainstreaming in education - Great Britain Education and state - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-60972-7
1-299-28792-1 1-136-03422-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 inclusion Chapter 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 pupils Working 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; Index |
| Record Nr. | UNINA-9910465566403321 |
Sydney Ann.
|
||
| London ; ; New York : , : Routledge/NASEN, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney
| A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney |
| Autore | Sydney Ann. |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge/NASEN, , 2010 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 371.9/0460941 |
| Collana | David Fulton / Nasen |
| Soggetto topico |
Inclusive education - Great Britain
Mainstreaming in education - Great Britain Education and state - Great Britain |
| ISBN |
1-136-03430-7
0-203-60972-7 1-299-28792-1 1-136-03422-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 inclusion Chapter 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 pupils Working 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; Index |
| Record Nr. | UNINA-9910792034703321 |
|
Sydney Ann.
|
||
| London ; ; New York : , : Routledge/NASEN, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney
| A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney |
| Autore | Sydney Ann. |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge/NASEN, , 2010 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 371.9/0460941 |
| Collana | David Fulton / Nasen |
| Soggetto topico |
Inclusive education - Great Britain
Mainstreaming in education - Great Britain Education and state - Great Britain |
| ISBN |
1-136-03430-7
0-203-60972-7 1-299-28792-1 1-136-03422-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 inclusion Chapter 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 pupils Working 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; Index |
| Record Nr. | UNINA-9910826772203321 |
|
Sydney Ann.
|
||
| London ; ; New York : , : Routledge/NASEN, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||