Developing Inclusive School Practice A Practical Guide

This practical and comprehensive book for Inclusion Coordinators (SENCOs) covers all the essential aspects of how to manage inclusion more effectively. It informs coordinators about how to move inclusive policy and practice forward, within a range of educational settings. It views inclusion from an equal opportunities perspective, relating to all pupils, irrespective of their ability, disability, age, gender, ethnicity, language and background. The book explores appointing an inclusion coordinator, the role of the inclusion coordinator, time management for inclusion coordinators, and what an inclusion policy should contain. It covers auditing inclusive practice, reviewing and evaluating inclusion, OFSTED inspecting inclusion, and the role of the governor for inclusion. It also deals with additional target setting; using the revised P scales and the Emotional Behavioural Development (EBD) scales to track and monitor pupil progress; enhancing barrier free learning and participation opportunities; and what to include in a parents/carers guide on inclusion.

Introduction, Part 1 Strategic Direction and Development of Inclusion: Developing an Inclusive Ethos, A Policy for Inclusion, What Should be in a School Inclusion Policy? Evaluating the Effectiveness of the Inclusion Policy, Reviewing Inclusive Educational Practice in Schools, Appointing an INCO, Advertisement for an INCO, Inclusion Coordinator Person Specification, Inclusion Coordinator Job Specification , Interviewing INCOs , The Formal Interview, The Role of the INCO, Development Planning and Inclusion, Inclusion and the Governing Body, Parent Partnership and Inclusion, Productive Partnerships, Parents/Carer s Survey, Part 2 Teaching and Learning i n Inclusive Schools: Inclusive Teaching and Learning Approaches, Cross-curricular Thinking Skills, Cross-curricular Study Skills, Cross-curricular Citizenship Skills, Assessing Pupil s with Learning Difficulties, Assessing English as an Additional Language, Assessment Procedures for Behaviour, Tracking Pupil Progress, Developing Inclusive School Practice, Analysing and Interpreting Performance Data, Additional Target Setting, Managing Additional Target Setting, Part 3 Developing Positive Inclusive Relationships: Identifying Staff Training Needs for Inclusive Practice, Guidance on Delivering INSET on Inclusion, OFSTED Evaluating Inclusion in Schools, OFSTED, Inclusion and Gifted and Talented Pupils, OFSTED , Inclusion and Gender, OFSTED , Inclusion and EAL Pupils , OFSTED , Inclusion and Minority Ethnic Groups, OFSTED , Inclusion and SEN Pupils, Part 4 Staff Deployment and Resources to Promote Inclusion: Time Management for INCO’s, Sharing Inclusive Practice Between Schools, Resourcing Inclusion, Financial Sponsorship and Inclusion, Inclusion and Cross-phase Transition, Appendix Example of a School Inclusion Policy

Rita Cheminais is General Adviser responsible for Special Educational Needs, Gifted and Talented Pupils, and Coordinator of the Induction Programme for Newly Qualified Teachers in Tameside MBC.