Managing Special and Inclusive EducationSAGE, 2007. gada 18. sept. - 232 lappuses ′This book is about putting the theory of effective management and leadership into practice in the constantly changing context of meeting the complex needs of children and young people...It is an excellent resource for those who work in, or who aspire to work in, children′s services, education or multidisciplinary settings, at managerial or leadership level′ - British Journal of Special Education This book is a guide to special and inclusive education and provides a comprehensive overview of this complex field. The author examines context, policy and practice, and shows how to successfully navigate the managerial challenges involved, while contributing to the way forward through leadership in a diverse field. The author considers the present inclusion imperative with its implications for strategic leadership, planning and provision. He presents an inclusive style of leadership for an integrative management of individual differences in education, as well as a critical review of managing inclusive learning and teaching in school contexts. Written for aspiring and practising school leaders, this book is essential for those with responsibility for inclusion, school leaders in special schools, SENCOs, SEN advisors, and students on SEN management CPD or NPQH courses. |
Saturs
| 1 | |
| 7 | |
| 19 | |
| 35 | |
Managing Inclusion and Special Education | 49 |
Part II Inclusive Leadership Managing Change and Networking? | 67 |
4 Inclusive Leadership | 79 |
5 Growing the Learning Community | 96 |
Enabling the Learning Professional? | 131 |
7 Managing Support for Learning in the School Community | 143 |
8 Including Exclusion Wellbeing and Diversity | 158 |
9 Managing Learning Differences and a Differential Pedagogy | 173 |
10 Managing Differences 2020 Vision and a Personalized Education | 191 |
References | 201 |
Index | 213 |
6 Networking Support for Learning | 111 |
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accountability achievement action activity agenda aimed approach aspects assessment associated behaviour challenge chapter child classroom collaborative concept concern context continuing creating culture curriculum described developing DfES differences difficulty disability distributed diversity effective enabling engaged England ensure example exercise extended Figure focus framework function growth idea identified important improvement inclusive education inclusive leadership individual integrative intervention involving issues knowledge lead leaders learners learning community linked means ment MISE model notion offers operational organization organizational parents participation particular partnership pedagogy performance perspective planning practice practitioner praxis presented principles problem produce professional provision pupils recent reflecting reform Report requires responsibility role school community SENCo setting social special education special school standards strategic structure success task teachers teaching theory thinking tion transformative understanding values workforce
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