000			02753nam a22002417a 4500
003			CUTN
005			20241230171801.0
008			241230b |||||||| |||| 00| 0 eng d
020			_a9781138316911
041			_aEnglish
082			_223 _a371.9046 _bMID
100			_aMiddleton,Tristan.
245			_aUsing an Inclusive Approach to Reduce School Exclusion : _bA Practitioner’s Handbook. _cTristan Middleton & Lynda Kay.
250			_a1st Ed
260			_aLondon : _bRoutledge. _c2019.
300			_axvii, 223p. : _billu. (26 Color Illustrations)
500			_aClear and accessible, Using an Inclusive Approach to Reduce School Exclusion supports an inclusive approach to teaching and learning to help schools find ways to reduce exclusion and plan alternative approaches to managing the pathways of learners at risk. Offering a summary of the contemporary context of DfE and school policy in England, this book considers: Statistics and perspectives from Ofsted The literature of exclusion and recent research into effective provision for learners with SEN The key factors underlying school exclusion Case studies and practical approaches alongside theory and research The impact of exclusion on learners at risk Written by experienced practitioners, Using an Inclusive Approach to Reduce School Exclusion encourages a proactive approach to reducing exclusion through relatable scenarios and case studies. An essential toolkit to support the development of inclusive practice and reduce exclusion, this book is an invaluable resource for SENCOs, middle and senior leaders.
505			_aTable of Contents _tAcknowledgements; Foreword by Dr Tina Rae; Foreword by Dr Adam Boddison; Poem; How to use this book; Introduction; Part 1; Chapter 1 Background Context to Exclusion; Chapter 2 Informal and Internal Exclusion; Chapter 3 Impact of Exclusion; Part 2; Chapter 1 Definitions of Inclusion; Chapter 2 Theoretical Framework for an inclusive approach; Chapter 3 Challenges; Chapter 4 Approaches for Leading Inclusive Practice; Part 3 Introduction; Chapter 1 Effective Inclusive Partnerships; Chapter 2 Speech, Language and Communication Skills; Chapter 3 Social Communication Skills; Chapter 4 Emotional Literacy; Chapter 5 Thinking about the Sensory Environment; Chapter 6 Transition; Chapter 7 Nurture Groups; Chapter 8 Thrive; Chapter 9 Restorative Justice; Chapter 10 Emotion Coaching; Chapter 11 Therapeutic Approaches; Chapter 12 Staff wellbeing; Part 4 Framework for Reflection; Part 5 Conclusion; Index
650			_aInclusion, Special Education, Primary/Elementary Education, Secondary Education, Teacher Training Teachers,Teacher Education Education
690			_aEducation
700			_aKay, Lynda.
942			_2ddc _cBOOKS
999			_c43925 _d43925