The SENCO Handbook

Working within a Whole-School Approach

By Elizabeth Cowne

Price: $42.95

• ISBN: 978-0-415-45367-7
• Binding: Paperback
• Published by: Routledge
• Publication Date: 27th June 2008
• Pages: 144

About the Book

SENCOs have a key role to play in developing and implementing an inclusive framework for meeting Special Educational Needs

The fifth edition of this best-selling SENCO Handbook provides up-to-date information and advice in relation to three key government publications; Removing Barriers to Achievement: The Government’s Strategy for SEN (2004), Every Child Matters: Change for Children in Schools (2004) and the Disability Discrimination Act (2005), particularly the disability equality duty and accessibility plan.

Elizabeth Cowne offers clear and practical guidance to SENCOs enabling them to meet the demands made on them by the latest legislation and practice. This comprehensive companion

• Introduces the reader to the key concepts and issues of SEN and inclusion
• Provides detailed information for SENCOs, head teachers and governors about developing whole-school policy and practice for children and young people with SEN
• Advises on essential aspects of the SENCos' role including the management of support staff, working in partnership with parents and outside agencies, and the improvement of teaching and learning.
• Enables those working in education to debate, discuss and reflect on the issues presented in relation to their work in schools or other settings
• Includes a photocopiable section of staff development activities
• Gives information on further reading and source materials

The SENCO Handbook remains essential reading for all those responsible for special educational needs working in early years, primary, secondary and FE settings.

Table of Contents

1.Decisions and Dilemmas in Special Educational Needs: Legislative and Historical Perspectives 2.Roles and Responsibilities within Whole-School SEN Co-ordination 3.Identification, Assessment and Planning for Progress 4.The Curriculum: Planning for an Inclusive Curriculum 5.The Curriculum: Key Issues for Key Stages 6.Managing Effective Support 7.Multi-professional Networks 8.Working in Partnership at Transition Periods 9.Managing Paperwork and Procedures: the Coordinating Role 10.Working with People: the Consultative Role 11.Working Together towards Inclusive Practice Activity Pack: Activity 1. Critical Incident Analysis Activity 2. Audit of Whole-School Policy Activity 3. Lesson Planning for Differentiation Activity 4. Provision Mapping Activity 5. Support Policy Review Activity 6. Monitoring and Evaluation Source Lists: 1.Assessment: Tools and Further Reading 2.List of Voluntary Organisations Appendices: 1a.Categories of disabilities as used by LEAs (1959) 1b.Categories used in the Code of Practice (2001) 1c Disability definition 2a.Schedule 1: Regulation 3 (1) 2b.Governors’ Responsibilities 3. The Relationship Between Bilingual Learners’ Language Stages and Code of Practice Stages 4.Instrumental Enrichment: Cognitive Functions as expressed by students 6.Advice on how Teaching Assistants can support the needs of difference types of SEN 9.Statement of Special Educational Needs: Appendices 10a.Different ways of observing children 10b.Example of questionnaire for primary children 10c.Definition of a parent (from Glossary of Code and the Children Act 1989) References Index

About the Author(s)

Elizabeth Cowne tutors on the Education Doctorate programme in the Open University and has been actively involved in the professional development of SENCos since 1983.

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