This book begins by exploring what is meant by SEND in primary schools and goes on to cover everything trainees and teachers need to know about their statutory responsibilities in school. It then examines the range of needs they will encounter in primary schools with plenty of practical advice along the way. This third edition has been fully restructured and updated to include a new section on the key theories and theorists relating to SEND. Also new to this edition is a chapter focusing on the role of the SENCO in primary school. Finally, the book includes more practical support with coverage of current legislation and the Code of Conduct as well as checklists and information about useful resources and outside agencies.
Jonathan Glazzard is Professor of Teacher Education, Head of Children, Education and Communities, Edge Hill University. Jane Stokoe has over thirty years experience as a primary school teacher. She has spent almost 20 years in Early Years and Key Stage 1, and is passionate about her role as a classroom practitioner with young children. Alison Hughes is a part-time Senior Lecturer on the BA (Hons) Early Primary Education with QTS programme at the University of Huddersfield. She was formally a Headteacher for eleven years. She is passionate about sharing her experiences of excellent practice and research with trainee teachers. Annette Netherwood has had extensive experience of teaching special educational needs pupils. She obtained her MA in Action Research through exploring effective teaching and learning methods for SEND pupils. She has been a research associate for the National College for School Leadership. Annette has recently retired from teaching and is currently studying for her Education Doctorate at the University of Sheffield. Lesley Neve has extensive experience of working with pupils with SEN in primary and secondary schools and now works as a Senior Lecturer in Education.
Part 1 Understanding Special Educational Needs 1 What do we mean by 'special educational needs and disabilities' in primary schools? Part 2 Theory 2 Inclusive education: theoretical perspectives Part 3 Supporting Children with Special Educational Needs and Disabilities 3 Understanding social, emotional and mental health needs 4 Attention deficit hyperactivity disorder 5 Dyslexia, dyspraxia and dyscalculia 6 Supporting children with autistic spectrum conditions 7 Visual and hearing impairment 8 Speech, language and communication difficulties 9 Identification and assessment 10 An inclusive classroom 11 Practical strategies for supporting and teaching children with special educational needs and disabilities 12 School-based training 13 The role of the SENCO
