Leading on Inclusion : The Role of the SENCO (Paperback)

Dedication Table of Contents List of Figures Acknowledgements List of Contributors Section 1: Why SEND is important Chapter 1: Introduction ? Mhairi C Beaton, Geraldene N Codina and Julie C Wharton Chapter 2: Inclusive relationships ? creating the space for each other - Jonathan Rix Chapter3: The Language of SEND: Implications for the SENCO - Geraldene N Codina and Julie C Wharton Chapter 4: The SENCO as a leader of professional learning for inclusive practice - Deborah Robinson Chapter 5: The Future of SEND in England ? What next? - Brian Lamb (OBE) Section 2: The leadership role of the SENCO Chapter 6: Inclusion and school exclusion ? Key Issues for SENCOs in England - Lynda Kay and Tristan Middleton Chapter 7: Inclusion in the Early Years - Angela Scott Chapter 8: Social Emotional and Mental Health - Lisa O’Connor Chapter 9: Pupils with Social, Emotional and Mental Health (SEMH) Needs: The role of the Special Educational Needs Coordinator (SENCO) in meeting the Inclusion Challenge - Dennis Piper Chapter 10: Medical Conditions - Lorna Hughes Chapter 11: Person-Centred Approaches - Angela Scott Chapter 12: The SENCO Role: Leading on Assessment - Tracy Edwards and Mhairi C Beaton Chapter 13: Education, Health Care Plans - Louise Arnold and Janet Hoskin Section 3: SENCOS’ leadership role in multidisciplinary practice Chapter 14: Multi-professional Meetings: SENCOs reflections on the empty chairs at the table - Helen Ackers Chapter 15: Working with Families - Gianna Knowles Chapter 16: Working in Partnership with Parents ? Heather Green and Becky Edwards Chapter 17: SENCOs and Social Workers: Working together - Julie C Wharton Chapter 18: Hearing their Voices: the role of SENCOs in facilitating the participation of all learners - Mhairi C Beaton Chapter 19: Developing SENCO resilience: understanding and meeting the challenge of the role - Helen Curran