The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms: (Primary Guides)

About the Book

`A well-written and thought-provoking book for teachers. It offers many ideas to improve inclusive practice in primary schools, to the benefit of all pupils, not only those with additional or different learning needs′ - Special magazine

Written for newly-qualified teachers and students approaching the end of their training courses, this practical and accessible text is an introduction to working with children of a range of abilities in inclusive primary classrooms. The book draws on recent research and innovation in the education of pupils with special educational needs to provide practical examples and advice on how to meet the challenges of developing effective teaching and learning in inclusive settings.

Chapters cover:

" becoming an inclusive teacher

" pupils giving cause for concern

" teaching and learning styles

" creating inclusive classroom environments and teaching teams

" learning from pupils

" looking beyond school

" developing further as a professional

With advice on building positive attitudes, developing specific teaching strategies and adapting a personalising teaching approaches, the book helps teachers to build upon their earlier training in both practical and reflective ways.

Richard Rose is Professor of Special and Inclusive Education and Director of the Centre for Special Needs Education and Research at University College Northampton.

Marie Howley is senior lecturer in the Centre for Special Needs Education and Research at University College Northampton, teaching on both undergraduate and post graduate courses and in continuing professional development for teachers.

Table of Contents:
Special Educational Needs as a Concept. Becoming an Inclusive Teacher Pupils Giving Cause For Concern Teaching and Learning Styles Creating Inclusive Classroom Environments Creating Inclusive Classroom Teams Learning From Pupils Looking Beyond School Developing Further as a Professional

About the Author :
Richard Rose is Professor of Inclusive Education and Director of the Centre for Education and Research, University of Northampton. He has previously held teaching posts in several parts of the UK including a time as headteacher. Richard has researched and published extensively in the area of special and inclusive education both in the UK and internationally. He is Director of Project IRIS, a longitudinal study of special needs provision in the Republic of Ireland. Richard works regularly in India and has also conducted research and consultancy in several other countries  including Georgia, Malaysia, Singapore, China and Estonia.

Review :
′This is a clear and consise introduction to teaching pupils experiencing difficulties in learning in mainstream primary schools...the authors provide practical positive guidance for teachers who are being inducted nto the profession′. Senco Update, May 2007

′Although written primarily for NQTs this would be a good source of reference for INSET training of teachers and classroom assistants′ - SNIP

This is an excellent book that provides rich and useful information on inclusive pedagogies. It draws on contemporary theory and research in order to enable practitioners implement effective strategies to meet the needs of learner diversity in inclusive classrooms. A really useful book This book will provide a clear and easily accessible overview of SEN within schools. I will be recommending that all students refer to this during my lectures. This book is a good introduction to the issues that abound regarding Inclusive Education and Special Educational Needs. The chapter entitled Creating Inclusive Classroom Environments will be of particular interest to trainee teachers and the chapter on Looking Beyond School will support students considering the importance of parent partnerships. This bbok is good for students who wish to specialise in SEN. It covers recent research on SEN in the classroom and covers teaching and learning styles, another hot topic in the study of early yaers.
teaching startagies and practical and refelctive approaches help the student to progress in this field. Lots of useful information on the day to day support needed to provide an inclusive appraoch to SEN children. I found this to be a comprehensive book with interesting and appropriate case studies and reflective questions.
Chapter 7 raised much discussion in the group of Initial Teachers and helped to share different perspectives.