| Synopsis: |
Substantial changes have affected the education of learners who have been identified with Special Educational Needs (SEN) over the last decade in the UK. These developments potentially overload educators with an excess of information and advice since the sheer quantity of information available and the pace of transformation makes it difficult to identify which particular concepts, policies and approaches might, if applied correctly, enhance teaching and learning. This book helps education professionals make sense of the many and varied approaches, policies and concepts currently applied in practice with children and young people with SEN. It also helps readers reflect upon their own practice and their professional context in light of the issues disclosed by these large-scale, potentially abstract, shifts in policy, legislation and thinking in this area. In addition it encourages the reader to make rich and useful connections between concepts and approaches 'out there' and their own experience and approaches in the classroom. This book is written by experienced practitioners and educationalists.Each accessible chapter identifies and considers key current issues for working with this diverse group of learners and invites the reader to explore what they can incorporate into their own practice. The book also explores some difficult and highly conceptual notions such as 'learner voice', 'diversity' or 'self-esteem' and what they actually mean in the context of complex and unique children with SEN. Contributors: Alan Dyson, Peter Farrell, Martin Hanbury, Terry Hanley, Neil Humphrey, Hazel Lawson, Claire Lennie, Barbara Riddick, Carolyn Purslow |