This is your essential guide to special educational needs and disabilities in secondary schools.
It offers up-to-date information on policy and legislation to help you understand your role and responsibilities as a beginning teacher. It provides detailed guidance on the four broad areas of need set out in the SEND Code of Practice and how to support pupils whose needs sit within these categories. It explores informed ways to work with support staff, assess pupils' needs and the practicalities of Education, Health and Care (EHC) plans.
Packed with case studies drawn from real school experiences, opportunities for critical reflection, professional discussion topics and pupil support strategies, and linked directly to the Teachers' Standards and the Initial Teacher Training and Early Career Framework (ITTECF), this is a vital resource for your secondary teacher training.
Understanding SEND as a classroom teacher is vital. This book will support the knowledge and development of secondary trainee teachers, helping them to understand the complexities and responsibilities of working with SEND pupils and frameworks in secondary schools.
Introduction: How to use this Book
Part One Policy and Teacher Responsibilities
Chapter
1. Policy Development and Legislation in the UK Context
Chapter
2. The Role of the SENCo, Class Teacher and their Responsibilities
Part Two Pupil Areas of Need
Chapter
3. Communication and Interaction
Chapter
4. Cognition and Learning
Chapter
5. Social, Emotional and Mental Health (SEMH)
Chapter
6. Sensory and Physical Needs
Part Three Developing Classroom Practice
Chapter
7. Working with Support Staff, Education Professionals and Parents
and Carers
Chapter
8. Assessing Pupil Needs through the Graduated Approach
Chapter
9. Education, Health and Care Plans (EHCPs)
Conclusion The Future of SEND
Dr Sarah Alix has worked in Education for 20 years. She works for the Sigma Trust in Essex leading the teacher training provision. Sarah has experience as a youth worker, a primary school teacher, a behaviour support advisor working with primary, secondary and special schools, and working for a University as a Senior Lecturer and Deputy Head of their Education Department.
Sarah has a Doctorate in Education, a psychology degree, and post-graduate qualifications including the SENCo award, PGCert in Autism, MA in Education, and PGCert in HE. Recent publications include researching autistic trainee teacher experiences, and a handbook for foster carers.
Sarah is also a Senior Fellow of the Higher Education Academy, a graduate member of the British Psychological Society and a Fellow of the Chartered College. She is part of the Autism Education Trust Expert Reference Group and Schools Reference Group.
Sarah has a great personal awareness and understanding of neurodiversity through her own family members who are autistic, have attention deficit hyperactivity disorder, dyslexia and general anxiety disorder, and through her own diagnosis of autism as an adult a few years ago.
Sarah has a strong belief that this is where it all starts; Education, and that the school years lay the foundation for everything else to come, whether this is to work in health, finance, the arts, business or education to name a few, it all starts with the building blocks of school. This is why it is so important to promote the acceptance of differences, and to begin with this here within teacher training. Great teachers, with a secure understanding of how to adapt the curriculum for everyone, will make the difference to thousands of individuals each and every year.
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