First Published in 2004. As management becomes a more important part of the SENCO's tole this book offers guidance and time saving strategies for employing and managing LSAs within primary school settings. To make the task of managing easier this book includes: how to make a focused response to audits using action plans; suggestions on how to help teachers and LSAs communicate and share lesson plans; photocopiable proforma sheets to support staff development; what to expect from your LSAs; suggested interview questions and tasks. Written for head teachers and SENCO's working in infant, junior and primary schools.

There are more than 200,000 teaching assistants(TAs) in the UK. This comprehensive, practical book deals with how to make use of them effectively. Written by a recognised authority on TAs the book investigates the roles of leadership and management the various roles of TAs and what distinguishes them from other support staff the whole-school learning environment Auditing the needs of the school and the needs of the TAs good practice in appointing and developing TAs – technicalities, examples and proforma. using a TA in the classroom - guidance for teachers leading a team of TAs. This supportive and stimulating book is complemented with practical and effective strategies for managing TAs. TAs can contribute to higher standards for pupils, better curriculum delivery, improved work-life balance and effectiveness for teachers and support for whole school policies. Including examples of good practice, real-life accounts, research evidence, sources of help and suggestions for further reading, this book provides all the guidance a manager will need to help them make the best use of their TAs.

Learning support units (LSU) are an important piece in the jigsaw of educational and social inclusion. This book will help plan and run an effective LSU that is part of a whole school approach.

Includes CD-Rom `This book could be useful for a newly appointed or inexperienced SENCO, or in a school where inclusion is an issue. It does give realistic suggestions and guidelines on how to address the mounds of paperwork which are supposed to move us forward′ - Special magazine ′In a world where education initiatives seem to land as relentlessly as dead leaves from a grey sky, this book will help... Readers can rest assured that they are in good hands...′ ′Though it is presented as a workbook that one might dip into for useful bits, it is in fact more than that and repays more thorough reading from beginning to end, for much is covered... It will certainly be invaluable for Sencos and headteachers who want to ensure that they are up to speed with Government initiatives and directives...′ ′The book is called Making Inclusion Happen and it will certainly help you to this end, for it′s an excellent résumé of issues and schemes′ - Times Educational Supplement, Book of the Week ′Anne Hayward has once again shown that she is at the cutting edge of educational thinking about inclusion. She has a straightforward approach to identifying barriers to learning and ways to remove them, with transparent strategies and practical suggestions for meeting pupils′ needs. This book is an essential read for all staff in schools, as inclusion is recognised as a full school responsibility′ - Brian Parker, Headteacher, Longdendale Community College ′A well-written and clearly presented overview of how to develop more inclusive practice and provision′ - SENCO Update Do you want to implement an effective, high quality inclusion programme in your school, but feel overwhelmed by the mountain of DfES guidelines and don′t know where to start? If so, Anne Hayward′s practical, accessible book will tell you all you need to know in bite size, digestible chunks. This book will take you through each step of the process with up-to-date information on: - current legislation, Children′s Services, Every Child Matters and DfES guidance - a wide range of inclusion programmes and initiatives - planning, managing and implementing inclusion with reference to Every Child Matters in your school - inspection requirements and self-evaluation strategies, - effective inclusion training - advice on how to get ′Best Value′ from your inclusion services This easy-to-read guide gives you a sound overview of inclusion and is packed with practical material including examples of best practice, checklists and an accompanying CD with PowerPoint slides for training sessions. It will enable you to cut through the maze and make a real difference to young people. Inclusion Managers and Co-ordinators, SENCOs, Learning Support Unit Managers, Learning Mentors, Senior Leadership Teams, Governors, Multi-agency Professionals, Local Authority Officers, School Improvement Partners, Ofsted Inspectors and anyone else who is involved in the inclusion agenda will find the real-life practical solutions and ideas and down-to-earth guidance in this book enable them to really make inclusion happen. Anne is DfES Consultant for Learning Mentors, Learning Support Units and to the DfES SEN and Disability Team, and author of the much acclaimed DfES Good Practice Guidance on Learning Mentors and Learning Support Units and the new DfES Guidance on the role of Learning Mentors and Coordinators in supporting the new Children′s Services and Schools Agenda.

Written in the context of recent legislation in England and guidance to schools, this is a practical handbook for learning support assistants and teachers working with them. It can be used to ensure that: support assistants know what to expect of colleagues and colleagues know what to expect from support assistants; children are given the best support possible by support assistants who understand the nature of their needs; support assistants and teachers work together effectively to support the child with special needs; and that training is relevant an helpful.

This practical book is intended to support schools and LEAs in developing effective strategies in working with teaching assistants. It is related to the DfEE's recently published Good Practice Guide (2000). Suggested approaches are supported with real examples from practice, showing the reality of how schools can review and develop practice and so become more effective in their management and support of teaching assistants. The aim is to enable managers in schools and LEAs to work effectively with teaching assistants; teachers to plan classroom approaches for working with teaching assistants; teaching assistants to improve their practice; and children to learn more effectively in inclusive settings. This book will be of use to headteachers, senior staff in schools, SENCOs, LEA support staff, class teachers and teaching assistants.

With downloadable electronic resources Are you a new or trainee SENCO (Special Educational Needs Co-ordinator) looking for guidance? Do you have responsibility for your school's special educational needs (SEN) provision? Leading and co-ordinating SEN provision within a whole school is a mammoth task, and this book is your ultimate guide to getting it right. By breaking down the detailed information into manageable chunks, this book sets out the responsibilities of the SENCO and helps you make sure you are meeting the requirements of the SENCO Regulations. It is an invaluable guide for those working with children and young people from Birth to 19 in any setting. Chapters cover: - SEN, disability and Every Child Matters (ECM) legislation and policy - key elements of the National Award for SEN Coordination - coordinating SEN provision - planning and deploying the SEN budget - working in partnership with young people, parents and other professionals - leading, developing and supporting colleagues - record keeping and information management - provision mapping and management. Visit www.sagepub.co.uk/ritacheminais for downloadable materials to support the chapters in this book, which include templates, activities, a PowerPoint presentation, staff surveys and training plans. Suitable for new SENCOs and anyone responsible for SEN provision in their setting, this handbook will also be of interest to everyone involved with delivering the national SENCO training.

This revised new edition provides essential guidance for all teaching assistants, especially those who are new to the job, and to the teachers working with them. Glenys Fox details the roles and responsibilities of the TA, as well as providing helpful advice on how to best support the teacher, the pupil, the curriculum and the school. This practical handbook will bring experienced TAs up to date on changes to National educational guidance, including changes in the National Curriculum, assessment, and the Special Educational Needs framework. This text enables the assistant and the teacher to work together more effectively in supporting and promoting the progress of children and young people. Written in light of recent research and updates in legislation, this guide will ensure that: teaching assistants know what to expect of colleagues, and vice versapupils are given the best possible support by teaching assistants who understand their needsteaching assistants and teachers are able to work together effectively to support the learning of all children, especially children who have special educational needs and disabilitiesany training received is relevant and helpful. A Handbook for Teaching Assistants is an ideal textbook for training, as well as a useful classroom handbook for teaching assistants working in early years, primary and secondary settings.

Personalized learning involves helping each child to reach his or her full potential - intellectually, personally and socially. To achieve this, teachers need to match learning opportunities to the learning styles and experiences of the children, taking into account individual differences in culture, language, background, ability and interests.For