Addressing Special Educational Needs and Disability in the Curriculum: History: (Addressing SEND in the Curriculum)

The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to: Make history education accessible and engaging to pupils of all abilities Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning Develop inclusive practical demonstration and role play techniques to aid conceptual understanding Set assessment objectives Deploy in-class support effectively An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers. In addition to practical activities and supporting material contained in the book, there are also free online resources for readers to download and use in the preparation of successful, inclusive lessons for all pupils.

Table of Contents:
Series authors A few words from the series editor Acknowledgements Introduction 1. Meeting SEND: your responsibiliy 2. Teaching and learning 3. Inclusive classrooms 4. Role play and practical demonstration 5. Monitoring and assessment 6. Managing support Appendices

About the Author :
Richard Harris is Associate Professor in history education and Director of Teaching and Learning at the Institute of Education, University of Reading. Ian Luff is Associate Tutor on the PGCE history course, University of East Anglia.

Review :
The current edition has many strengths, most importantly for the subject teacher it includes detailed practical advice, case studies and demonstrations of specific techniques that work in the classroom. The authors clearly demonstrate an in depth knowledge of the subject and communicate this well. It has a user friendly layout. The outlined proposal would make me happy to purchase the new edition and recommend purchase to colleagues and the SEN department. Ian Woodason, Kingsbridge Community College, History Department. I do not own the current edition of this book as I was not aware of its existence until now. I would have bought it if I'd been aware of its existence, as I would have found a set of subject-specific guides to personalisation most useful in my work training and advising secondary and primary colleagues. I think the core revisions would need to be to bring the book in line with current policy and legislation, in particular the language and spirit of the new SEND Code of Practice and the new curriculum. This would mean that I could usefully use the book with History teachers in school and when training, and that its content would be fully congruent with other information I give to them. Pippa Whittaker, City Academy Bristol; Inclusion Department. The current edition is superb – but dated. It gave the history teacher and dept everything it needed to help improve provision. It gave the historical background, audit materials for depts. to check for strengths and weaknesses, it gave ideas on classroom climate, teaching, how to use ICT, ideas for role-play, assessment. The core revisions above would make me purchase this book – I respect both of the authors and look forward to buying my copy! Richard McFahn, Head of Humanities at Fort Hill School and founder of www.historyresourcecupboard.com. The education landscape has moved on significantly in the last 10 years, so much of the terminology now needs to be updated. The principles that sit behind most of the techniques are still sound of course but I think teachers will be less likely to engage with it as time goes on if it does not mirror the requirements of, for example, the new SEN code of practice. Even in its current format remains an essential book for any history department - an updated version will be equally indispensible. Simon Harrison, Swanmore College, Hampshire.