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The SENCo handbook : working within a whole-school approach /
*Shortlisted for nasen Awards 2009: Book to Promote Professional Development*SENCOs have a key role to play in developing and implementing an inclusive framework for meeting Special Educational NeedsThe fifth edition of this best-selling SENCO Handbook provides up-to-date information and advice in r...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Routledge,
2008.
|
| Edición: | 5th ed. |
| Temas: | |
| Acceso en línea: | Texto completo (Requiere registro previo con correo institucional) |
MARC
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| 100 | 1 | |a Cowne, Elizabeth A. | |
| 245 | 1 | 4 | |a The SENCo handbook : |b working within a whole-school approach / |c Elizabeth Cowne. |
| 250 | |a 5th ed. | ||
| 260 | |a London ; |a New York : |b Routledge, |c 2008. | ||
| 300 | |a 1 online resource : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover; Title Page; Copyright Page; Table of Contents; Foreword; Acknowledgements; How to use this Handbook; Abbreviations; CHAPTER 1 Decisions and Dilemmas in Special Educational Needs; CHAPTER 2 Roles and Responsibilities within Whole-school SEN Coordination; CHAPTER 3 Identification, Assessment and Planning for Progress; CHAPTER 4 The Curriculum; CHAPTER 5 The Curriculum; CHAPTER 6 Managing Effective Support; CHAPTER 7 Multi-professional Networks; CHAPTER 8 Working in Partnership at Transition Periods; CHAPTER 9 Managing Paperwork and Procedures; CHAPTER 10 Working with People. | |
| 505 | 8 | |a CHAPTER 11 Working Together towards Inclusive PracticeActivity Pack; Activity 1: Critical Incident Analysis; Activity 2: Audit of Whole-school Policy; Activity 3: Lesson Planning for Differentiation; Activity 4: Provision Mapping Exercise; Activity 5: Support Policy Review; Activity 6: Monitoring and Evaluation; Source Lists; Source List 1a: AssessmentMaterials; Source List 1b: Further Reading; Source List 2: Voluntary Organisations; Appendices; Appendix 1a: Categories of disability used by LEAs (1959); Appendix 1b: Categories of need used in Code of Practice (2001). | |
| 505 | 8 | |a Appendix 1c: Definition of disabilityAppendix 2a: Schedule 1:Regulation 3 (1); Appendix 2b: Governors' responsibilities; Appendix 3: The relationship between bilingual learners'language stages and Code of Practice stages; Appendix 4: Instrumental Enrichment: cognitive functions as expressed by students; Appendix 6: Advice on how teaching assistants can support the needs of different types of SEN; Appendix 9: Statement of Special Educational Needs: Appendices; Appendix 10a: Differentways of observing children; Appendix 10b: Example of questionnaire for primary pupils. | |
| 505 | 8 | |a Appendix 10c: Definitionof a parent (from glossary of Code and the Children Act 1989)References; Index. | |
| 520 | |a *Shortlisted for nasen Awards 2009: Book to Promote Professional Development*SENCOs have a key role to play in developing and implementing an inclusive framework for meeting Special Educational NeedsThe fifth edition of this best-selling SENCO Handbook provides up-to-date information and advice in relation to three key government publications; Removing Barriers to Achievement: The Government's Strategy for SEN (2004), Every Child Matters: Change for Children in Schools (2004) and the Disability Discrimination Act (2005), particularly the disability equality duty and accessibility plan. Elizabet. | ||
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| 650 | 7 | |a Special education |x Administration. |2 fast |0 (OCoLC)fst01128845 | |
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| 776 | 0 | 8 | |i Print version: |a Cowne, Elizabeth A. |t SENCo handbook. |b 5th ed. |d London ; New York : Routledge, 2008 |w (DLC) 2008003333 |
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