Martin-Denham / Watts The SENCO Handbook

Leading Provision and Practice
1. Auflage 2019
ISBN: 978-1-5264-8303-4
Verlag: SAGE Publications
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 360 Seiten, Format (B × H): 210 mm x 297 mm

Reihe: Corwin Ltd

This Handbook will give aspiring and practising SENCOs, teachers, Headteachers and Governors an in-depth knowledge and understanding of effective policy, provision and practice to meet the diverse needs of children with special educational needs and disabilities. Each chapter will provide:

- A theoretical underpinning

- Evidence-based information and examples

- Activities for professional learning and whole school development

- Easy to use and adaptable templates and checklists for use in settings

- Case studies to strengthen connections between theory and practice

Providing comprehensive coverage of current issues, the understanding of how to improve provision and practice in their settings and written with consultation from practising SENCOs, this is essential reading for those studying towards their National Award for Special Educational Needs Co-ordination.

Autoren/Hrsg.

Martin-Denham, Sarah

Watts, Steve

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1: Introduction
Part I
Chapter 2: The Statutory and Regulatory Context
Chapter 3: Leading in the SENCO role
Chapter 4: Best Practice in Collecting and using Data
Chapter 5: Practitioner Enquiry
Part II
Chapter 6: Adverse Childhood Experiences
Chapter 7: Meeting the Needs of Looked After and Permanently Placed Children
Chapter 8: Social, Emotional and Mental Health
Chapter 9: Neurodiversity
Chapter 10: Learning and Physical Difficulties
Chapter 11: Preventing School Exclusion
Part III
Chapter 12: Person Centred Approaches
Chapter 13: Managing and Working with Support Staff
Chapter 14: Coaching and Mentoring
Chapter 15: Leading on Professional Learning

Über Autor(innen)

Watts, Steve
Steve Watts is currently a Lecturer in Education at Durham University, and was previously the Head of the School of Culture at the University of Sunderland. He began his teaching career in schools in Northumberland. Following a successful career as Head of Humanities, Head of Year and SENCO Steve moved to the University of Sunderland as a Senior Lecturer in the School of Education, eventually becoming a Principal Lecturer in secondary education. In 2011 Steve successfully led the Secondary ITE Team through an Ofsted inspection to Grade 1 Outstanding.

Steve became a Head of Department in 2011 and Head of School in 2016. During this time he wrote, developed and taught the Mentoring and Coaching module on the MA Education Programme. The module was delivered to students studying from around the world as part of an independent distance learning course. Steve contributes to the NASENCO Programme at the University of Sunderland. In addition to coaching and mentoring, Steve’s interests include ethnography and action research where he has been involved in working with teachers, both in the UK and across the globe.

Martin-Denham, Sarah
Dr Sarah Martin-Denham is an Associate Professor of Care and Education at the University of Sunderland and a recognised researcher in the fields of inclusive education, special educational needs and disabilities (SEND), and childhood adversity.

She began her professional career as a primary school teacher in Sunderland, later extending her teaching across further education before moving into higher education. Her research and practice reflects a long-standing commitment to improving outcomes for children and young people.

Sarah leads several externally funded research projects examining issues such as school exclusion, adverse childhood experiences, and children’s social care systems. Her research often centres on the voices and lived experiences of children, families, and practitioners, with a strong emphasis on ensuring that children and caregivers have agency in decisions affecting their education and wellbeing. She has contributed to major commissioned studies, including influential work on the relationship between school exclusion, mental health, and social inequality.