Inclusion for Primary School Teachers12.83
- Practical ideas and advice
- Challenges commonly held myths
- Real classroom anecdotes
- Considers the whole child context
- Considers England SEND code, which is not applicable in other UK countries
All children are entitled to access to equal opportunities in their education, however children with Special Educational Needs and Disabilities (SEND) can often be unintentionally excluded in the school. Teachers have a responsibility to ensure that every child is included in the classroom whenever they can be, creating an inclusive learning environment for the benefit of all.
Full of practical ideas and advice in every chapter, this book is an accessible introduction to inclusion for primary school teachers. It translates the SEND Code of Practice into practical strategies for class teachers, covering topics such as what an inclusive classroom looks like, the responsibilities of the teacher and how to write meaningful targets, and tips on how to get the best out of extra support and intervention. This book provides empathic and personable guidance for teachers in the form of real classroom anecdotes and tried and tested charts and exercises, plus a ‘jargon buster’ to help dissect difficult terms.
What we think…
Inclusion. A tricky word, and difficult to get right in schools, where so many children and staff have their own characteristics that make our days….interesting. Embedding that inclusive ethos within a classroom (or school) takes a culture change, for some, and a strong awareness of recognising that all members of the community are cherished individuals. And this is where this book, authored by Nancy Gedge, comes into its own. For children who are on a special needs register, and for those who are not, this book challenges the reader to take a step back and ask whether their environment is inclusive for all children. Gedge writes about understanding what inclusion means, the impact of the SEND code of practice for teachers in England, but then proceeds to offer valuable and practical ideas to remove as many barriers as possible to make schools as inclusive as possible. The uniqueness of each student in our classroom is celebrated, and this book also offers advice on managing behaviour, building relationships, assessing, and describing some of the complex labels which are placed on children.
This is a great read. It is difficult to get caught up in targets, assessments and inspections, but at the end of the day this book is a fantastic introduction to inclusion for primary school teachers, and/or primary teaching students.
As we noted, this book has been written by a primary school teacher in England, and considers the legal requirements set out within that context. Other UK countries will have their own legal obligations in relation to the education of children with special needs, however the overall message within this book crosses these geographical boundaries, encouraging all teachers to reflect upon their inclusive practice.
About the author…
Nancy Gedge has been a primary school teacher for over 20 years, and is currently a SEND specialist in a mainstream school in Gloucestershire. Her knowledge in, and passion for, this area extends beyond the classroom – her eldest child has Down’s Syndrome, and Nancy’s inspirational blog, ‘The Diary of a Not So Ordinary Boy’, won a Blogger of the Year Award in 2015.