Co-ordinating Special Educational Needs A

This is an introduction to special needs for all early years practitioners, and will prove an invaluable resource for SENCOs. Damien Fitzgerald provides readers with an overview of the special needs process and provides helpful hints and strategies for co-ordinating the different aspects of special needs within early years settings. >

Introduction	p. ix
Setting the Context
The Role of the SENCO	p. 3
Introduction	p. 3
How the SENCO role developed and what it involves	p. 3
Administration systems	p. 8
Tracking and monitoring systems	p. 9
Professional development for practitioners	p. 11
Professional development for SENCOs (or self)	p. 14
Conclusion	p. 20
Legislation and Guidance: What SENCOs need to know	p. 21
Special Educational Needs Code of Practice (SENCOP)	p. 22
Special Educational Needs and Disability Discrimination Legislation	p. 26
Defining disability	p. 27
Defining discrimination	p. 28
Preventing discrimination	p. 30
The Children Act (2004)	p. 33
Conclusion	p. 37
Working with Parents	p. 38
Introduction	p. 38
Creating a positive impression	p. 39
Developing effective family partnerships	p. 42
The role of key workers in promoting inclusion	p. 49
Conclusion	p. 53
Promoting Inclusion and Children's Participation	p. 54
Introduction	p. 54
What does inclusion and participation involve?	p. 55
Children's right to participation	p. 56
Effective practice to promote participation	p. 61
Measuring participation	p. 66
Promoting participation	p. 68
Strategies to increase children's participation	p. 72
Conclusion	p. 76
Putting Things into Practice	p. 79
Special Needs Policy	p. 81
Individual Education Plans (IEPs)	p. 88
Introduction	p. 88
Identifying children with SEN	p. 88
What is an IEP and what should it contain?	p. 90
Setting IEP targets	p. 91
Reviewing IEPs	p. 92
Who should write the IEP?	p. 96
Conclusion	p. 97
Devising Effective Administration Systems	p. 100
Dealing with general administration	p. 100
Time allocation	p. 102
Communication	p. 104
Tracking and monitoring systems	p. 106
Conclusion	p. 107
Multi-disciplinary Working and Supporting Transitions	p. 108
Introduction	p. 108
Positive communication	p. 108
Working with other services	p. 110
Transition planning	p. 111
Conclusion	p. 113
Conclusion	p. 115
References	p. 117
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Co-ordinating Special Educational Needs A Guide for the Early Years

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