Inclusive Teamwork for Pupils with Speech, Language and Communication Needs

2021-09-07
Inclusive Teamwork for Pupils with Speech, Language and Communication Needs

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  • Author: Rosalind Merrick
  • Publisher: Routledge
  • ISBN: 1000472787
  • Category : Education
  • Languages : en
  • Pages : 101

This book provides a rationale for teaching inclusive teamwork and for understanding communication as a collective endeavour. It shows how teamwork can be taught within schools and emphasises the role that classmates have in facilitating good communication, particularly in the face of difficulty. Grounded in evidence from hours of therapy and analysis of children’s accounts of communication and children’s interactions with their peers, the book explores the components of teamwork by looking carefully at the way schoolchildren really interact. It draws on research from the fields of education, psychology and speech and language therapy to propose the framework for a programme suitable for children aged 7 to 14 years, designed to include pupils with speech, language and communication needs. The programme includes activities, a set of criteria to use as an outcome measure and examples of the way that children and young people have responded in practice. In using the inclusive teamwork programme outlined in this book, teachers have the potential to support all children in developing rapport, effective communication and problem-solving skills. Providing a framework designed to meet the needs of all learners, this book will be highly relevant reading for students of education, speech and language therapy and educational psychology, as well as speech and language therapists and practitioners in the field of education.

Teaching Assistants, Inclusion and Special Educational Needs

2022-09-19
Teaching Assistants, Inclusion and Special Educational Needs

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  • Author: Rob Webster
  • Publisher: Taylor & Francis
  • ISBN: 1000655113
  • Category : Education
  • Languages : en
  • Pages : 238

This book offers the first collection of international academic writing on the topic of teaching assistants. It serves as an indicative summary of current research and thinking in this field and as a point of departure for future research and development. With contributions from leading researchers, the book draws together empirical work on the deployment and impact of teaching assistants from various perspectives and from a range of methodological approaches. It highlights and celebrates the vital everyday contributions teaching assistants make to their schools and their communities: from their role within classrooms, to their moment-by-moment interactions with pupils and teachers. The book examines the effect that teaching assistants can have on pupils’ learning and wellbeing, and considers issues of over-dependence on classroom paraprofessionals and the unintended consequences to which this can lead. Bringing together work from a journal special issue with brand-new and updated chapters, the contributions offer insight into the liminal space between educator, caregiver, behaviour manager, and facilitator of learning and of peer relations, which characterizes the teaching assistant role. This timely and important book will be essential reading for academics, researchers, and students interested in special educational needs, disability, and inclusion, and those interested in the wider topic of paraprofessionals in labour markets.

Building Community to Create Equitable, Inclusive and Compassionate Schools through Relational Approaches

2022-11-30
Building Community to Create Equitable, Inclusive and Compassionate Schools through Relational Approaches

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  • Author: Joan G Mowat
  • Publisher: Taylor & Francis
  • ISBN: 042988365X
  • Category : Education
  • Languages : en
  • Pages : 337

This book draws on an extensive international literature and policy context, from a wide range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive and compassionate in their practice. With a particular focus on children with social, emotional and behavioural/mental health needs, it critiques policy and practice as they pertain to behaviour management and school discipline in the UK and the USA, and offers alternative perspectives based on collaborative and relational approaches to promoting positive behaviour and building community. Each chapter features reflection points to provoke discussion as well as offering additional suggested reading, culminating in a discussion of the role of school leaders in leading for social justice. Ultimately, this book will be of benefit to scholars, researchers and students working in the fields of behaviour management, inclusion and special needs education, and education, policy and politics more broadly. It will also offer substantial appeal to education professionals, school leaders and those with a locus on the mental health and wellbeing of children and young people.

Social and Dialogic Thinking and Learning in Special Education

2021-12-28
Social and Dialogic Thinking and Learning in Special Education

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  • Author: Karen A. Erickson
  • Publisher: Routledge
  • ISBN: 1000514765
  • Category : Education
  • Languages : en
  • Pages : 252

Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book.

Technology Use by Adults with Learning Disabilities

2022-05-18
Technology Use by Adults with Learning Disabilities

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  • Author: Jane Seale
  • Publisher: Routledge
  • ISBN: 1000587371
  • Category : Education
  • Languages : en
  • Pages : 225

This book examines the role that technologies play in the lives of adults with learning disabilities. It analyses how design and support practices can be used to support access to technology in ways that can enhance opportunities and life experiences. Drawing on international literature and the author’s own research, the book considers what we know about past and present practices of supporting adults with learning disabilities to use technologies. It outlines how support practices can offer opportunities to overcome digital inequalities, offering a framework of core beliefs and knowledge that can inform future initiatives. The book has a particular focus on technologies, policies, practitioner communities and the characteristics of support practice. It also highlights the potential of people with learning disabilities, the potential of technology and the potential of the environment to support technology use. This important book will be highly relevant reading for academics, researchers and post-graduate students in the field of special educational needs and disabilities, digital education and learning technologies, inclusive education and social work.

Language for Learning in the Secondary School

2012-06-12
Language for Learning in the Secondary School

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  • Author: Sue Hayden
  • Publisher: Routledge
  • ISBN: 1136736190
  • Category : Education
  • Languages : en
  • Pages : 231

Language for Learning in the Secondary School employs the same easy-to-use format as the best-selling Primary version of this book but has been adapted to meet the specific needs of secondary school teachers. This indispensable resource is packed full of practical suggestions on how to support students with speech, language and communication difficulties. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping you to: Identify students with speech, language and communication needs Understand how language is processed Consider roles and responsibilities at secondary level Plan a differentiated curriculum Consider the language demands across the subjects Adopt a whole school approach Make use of a wide range of positive strategies Empower students to access the curriculum. Language for Learning in the Secondary School comes complete with a wealth of photocopiable resources and activities, giving teachers and teaching assistants the confidence to help students with speech, language and communication needs more effectively in mainstream settings. It will also be an extremely useful resource for specialist teachers, speech and language therapists and educational psychologists.

Supporting Children with Communication Difficulties in Inclusive Settings

2003
Supporting Children with Communication Difficulties in Inclusive Settings

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  • Author: Linda McCormick
  • Publisher: Allyn & Bacon
  • ISBN:
  • Category : Business & Economics
  • Languages : en
  • Pages : 484

This thoroughly updated text is written especially for future language interventionists and special education teachers who will work on collaborative teams in public settings. Supporting Children with Communication Difficulties in Inclusive Settings, Second Edition, teaches an innovative service delivery model where parents and professionals share expertise and responsibility for maximizing and supporting language and communicative competence in classrooms with wide ability and cultural, racial/ethnic, linguistic, and economic diversity. It provides step-by-step directions and hands-on activities to give students practice in applying the procedures. The writing is clear and does not assume that the student has had previous courses or knowledge in speech-language intervention. The content offers basic strategies to assess, plan for, teach, and evaluate language and communication.

Language for Learning in the Primary School

2023-08-31
Language for Learning in the Primary School

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  • Author: Sue Hayden
  • Publisher: Taylor & Francis
  • ISBN: 1000903729
  • Category : Education
  • Languages : en
  • Pages : 220

The third edition of Language for Learning in the Primary School is an indispensable resource, packed full of practical suggestions on how to support 5-11-year-old children with speech, language, and communication needs. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping teachers to: Identify children with speech, language, and communication needs (SLCN) Understand speech, language, and communication skills Consider roles and responsibilities at primary school Plan a differentiated and adapted curriculum Consider the language demands across subjects Adopt a whole-school approach Make use of a wide range of positive strategies to support children in the classroom Empower children to access the curriculum Fully revised and updated, Language for Learning in the Primary School, 3rd edition, comes complete with a wealth of photocopiable and downalodable resources, giving teachers and teaching assistants the confidence to help children with SLCN more effectively in mainstream settings. It will also be an extremely useful resource for speech and language therapists, specialist teachers, and educational psychologists.

Leading on Inclusion

2012-08-06
Leading on Inclusion

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  • Author: John Cornwall
  • Publisher: Routledge
  • ISBN: 1136501959
  • Category : Education
  • Languages : en
  • Pages : 176

Leading on Inclusion: Dilemmas, debates and new perspectives critically examines the current theory and legislative context of special educational needs and disability, and explores the enduring issues and opportunities that will affect future practice in all schools. The central theme throughout the book asks the inevitable question ‘What happens next?’ and the expert team of contributors, drawn from a pool of teachers, academics and researchers, consider wide-ranging issues such as: the voice of young people whole school development and planning for inclusion educational change within the context of inclusion the pros and cons of multi-professional working inclusive and ethical research international perspectives on inclusion, SEN and disability the development of teacher education and the notion of ‘joined up’ thinking. This forward-thinking and rigorously researched book will be essential reading for students, teachers undertaking school-based training, SENCOs, inclusion managers, higher education tutors and anyone with a professional interest in the future for inclusive education.

Supporting Speech, Language & Communication Needs

2008-09-23
Supporting Speech, Language & Communication Needs

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  • Author: Kate Ripley
  • Publisher: SAGE
  • ISBN: 1446245284
  • Category : Education
  • Languages : en
  • Pages : 144

Designed for all those who support older children and young adults with speech and language difficulties, this resource provides ideas, practical strategies and detailed information about the speech, language and communication needs (SLCN) of older students. Both authors have over 20 years experience of delivering courses to teachers, Special Needs Co-ordinators (SENCOs) and Specialist Outreach teachers in different local authorities, further education colleges and university departments. Kate Ripley is an Educational Psychologist, trainer and national and international conference speaker on themes related to speech, language and communication needs. Jenny Barrett is a Speech and Language Therapist with internationally recognised expertise in her field, who now works as a freelance consultant.