Achievement for all in international classrooms : improving outcomes for children and young people with special educational needs and disabilities

著者

書誌事項

Achievement for all in international classrooms : improving outcomes for children and young people with special educational needs and disabilities

Sonia Blandford

Bloomsbury, 2017

  • : hard

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注記

"Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc" -- T.p.

"Archievement for all" -- On cover

Includes bibliographical references (p. [192]-199) and index

内容説明・目次

内容説明

The organisation Achievement for All engaged in international projects in England, Latvia, Lithuania, Norway, South Korea, the United States of America and Wales with the aim of raising the aspirations, access and achievements of vulnerable and disadvantaged children and young people. These projects were united in bringing Special Educational Needs and Disability (SEND) back into the classroom by focusing on the relationship between parents, leaders, teachers and wider professionals. Achievement for All in International Classrooms examines these projects, looking at the context of each and the research findings, before considering how this could enhance knowledge and understanding in other international settings. Sonia Blandford examines the policy implications needed to bring SEND into the classroom, understanding of the scale of the issue, moral purpose, belief, commitment, collaboration and determination, through evaluation, research and practice. She also considers what it takes to change practice, bringing Achievement for All and SEND into the classroom, looking in particular at the implications for: - Leadership - Teaching and learning - Parent and carer engagement - Wider outcomes and opportunities - Professional development for all staff Drawing on her wealth of experience and expertise, Blandford then makes recommendations on what it would take to introduce Achievement for All in policy to bring SEND into the classroom, with particular reference to changes at national, regional and school level, as well as parental and carer engagement and a desire to improve outcomes for all children and young people.

目次

Foreword, Brian Lamb OBE Introduction Part I: An International Issue: Bringing Special Educational Needs and Disability (SEND) Back into the Classroom 1. The Achievement for All Framework 2. Why the Approach to SEND in Schools Across the World Needs to Change Part II: Beginning with Achievement for All in England and Wales 3. England and Wales: Differing Contexts 4. The Achievement for All Programme 5. The Impact of Achievement for All in England and Wales Part III: Why School Leadership Needs to Change 6. The Lithuanian Context: Developing Leadership for SEND 7. Time for Leaders Project Part VI: Why Engaging with Parents Improves Outcomes 8. The Teaching and Learning for All Project: Norwegian Context and Case Study 1 - Lindeberg School 9. Teaching and Learning for All Project: Case Study 2 Hoyenhall School and Project Recommendations Part V: Why School Environments and Parental Engagement Need to Change 10. The US Context: Engaging the Parents of Pupils Identified with SEND 11. Improving Outcomes for SEND through Parental Engagement: The Parental Engagement Partnership Program (PEPP) Part VI: Embedding the 3As - Aspiration, Access and Achievement 12 Evaluating the Impact of the Parental Engagement Partnership Program (PEPP) 13. South Korea: Development of Middle Leaders Part IV: Policy and Practice 14. Bringing SEND into the Classroom: Implications for Policy 15. Bringing SEND into the Classroom: Implications for Practice References Index

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