Supporting Inclusive Practice and Ensuring Opportunity is Equal for All / Edition 3

by Gianna Knowles

Overview

This third edition of Supporting Inclusive Practice builds on the successful format of the previous two editions, both in content and structure. It explores many aspects of inclusive practice relevant to those who work with children in schools and other educational settings, aiming to provide the most up-to-date theoretical knowledge and understanding in the field, and illustrating the theory with examples of good practice in the areas explored.

Many of the topics that have appeared in the previous editions, including supporting children for whom English is a second language, children on the autistic spectrum and children with neurodiversity conditions, also appear in this edition. The revised content of this third edition also covers recent and relevant changes in national policy and legislation, particularly, for example, around changes in equality and disability, same-sex parenting and transgender children and parenting policy and legislation. It explores the impact on aspects of inclusive practice legislation such as the Equality Act 2010, Marriage (Same Sex Couples) Act 2013 and the Children and Families Act 2014. It also explores in detail the revised 2014 SEN Code of Practice and the introduction of the pupil premium in 2011, which provides support for the education of children from low income families or who may be children who are fostered or in care.

Throughout, the book is informed by the solution-focused social model of special educational needs and disability, and reflects current national policy that sees inclusive practice as fundamental to ensure equality of educational opportunity is achieved for all children.

Product Details

ISBN-13:	9781138674387
Publisher:	Taylor & Francis
Publication date:	06/26/2017
Edition description:	New Edition
Pages:	182
Product dimensions:	6.88(w) x 9.69(h) x (d)

About the Author

Gianna Knowles is an Associate Professor in Educational Studies at London South Bank University. She has also worked with teacher trainee students from across Europe at the University of Jönköping in Sweden. Gianna has over 12 years’ experience of teaching in primary schools in England, in London and the Midlands, and working in Local Authority Advisory services. Gianna has experience of being an Ofsted inspector and reviewer for the Quality Assurance Agency. Her research interest is in the area of social justice, inclusion and diversity, and critical disability studies.

Table of Contents

Introduction

1. What do we mean by inclusive practice? Gianna Knowles

2. Gender and inclusion Gianna Knowles

3. Working with lesbian, gay and bisexual children and families in schools Zoë Leadley-Watkins

4. Including bilingual learners and children with English as an additional language Vicki Ryf

5. Supporting children who are highly able Jenny Fogarty

6. What it means to have a disability or special education need Gianna Knowles

7. Inclusion and neurodivergency Gianna Knowles

8. Supporting the inclusion of autistic children Nicki Martin and Damien Milton

9. Children who have suffered loss and grief, including bereavement Edlene Whitman

10. Looked after children, fostering and adoption Anna Jones

11. Supporting and including children from low income families Fabienne Benoist

Editorial Reviews

The book is excellent. It is very up-to-date and I am so pleased to see the inclusion of specific chapters on LGBT children and families and transgender. This is going to be a really exciting book.

Jonathan Glazzard - Course leader for Primary Education and Early Childhood Studies, University of Huddersfield, UK.

The book is interesting and informative, a good introductory text for under graduate and foundation degree students. It is well laid out and the case study and activities approach used is extremely helpful when working with students, it helps them develop a reflective understanding of inclusion in practice and engages their interest in developing a deeper understanding.

Clare Woolhouse - Senior Research Fellow, Faculty of Education, Edge Hill University, UK.

From the Publisher