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Managing Special Needs in Mainstream Schools
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Managing Special Needs in Mainstream Schools

The Role of the SENCO

Managing Special Needs in Mainstream Schools

The Role of the SENCO

Edited ByJohn Dwyfor Davies, Philip Garner, John Lee
Edition 1st Edition
First Published 2017
eBook Published 3 September 2018
Pub. location London
Imprint Routledge
DOIhttps://doi.org/10.4324/9780429489785
Pages 198 pages
eBook ISBN 9780429952944
SubjectsEducation
KeywordsSENCO’s Role, IEPs, Special Educational, SEN Policy, Staff Development
Get Citation

Get Citation

Davies, J. (Ed.), Garner, P. (Ed.), Lee, J. (Ed.). (1998). Managing Special Needs in Mainstream Schools. London: Routledge, https://doi.org/10.4324/9780429489785
ABOUT THIS BOOK

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

TABLE OF CONTENTS
chapter 1|11 pages
Operating in the context of zero tolerance
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 2|12 pages
An extremely demanding agenda
ByHazel Bines
View abstract
chapter 3|12 pages
The problems of interpretation and guidance: the consequences of SENCO action from a legal point of view
ByWilliam Evans
View abstract
chapter 4|14 pages
SENCOs and the Code: no longer practising
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 5|21 pages
The impact of LEA policy on the role of the SENCO
ByRoy Evans, Jim Docking
View abstract
chapter 6|9 pages
The early years: Luke’s story
BySue Rice
View abstract
chapter 7|6 pages
Small is special: making the best use of scarce resources
ByVeronica Lee
View abstract
chapter 8|9 pages
Managing to cope: special needs in a large primary school
ByKathy Bale
View abstract
chapter 9|8 pages
Two pupils, two SENCOs: same story
ByPeter Russell, Sheila Russell
View abstract
chapter 10|11 pages
Spanning the divide: the SENCO and transition
ByTony Duckett
View abstract
chapter 11|14 pages
Establishing an effective relationship between SENCOs and educational psychologists
ByLesley Kaplan, Alison Scott-Baumann
View abstract
chapter 12|6 pages
The role of the SEN governor
ByGillian Blunden
View abstract
chapter 13|4 pages
Partnership in practice: governors and SENCOs working together
ByStephen Grant
View abstract
chapter 14|13 pages
Writing and implementing Individual Education Plans
ByJanet Tod, John Cornwall
View abstract
chapter 15|14 pages
Compiling school policies for special educational needs: the role of the SENCO 1
ByJane Tarr, Gary Thomas
View abstract
chapter 16|8 pages
More than just managing
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

TABLE OF CONTENTS
chapter 1|11 pages
Operating in the context of zero tolerance
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 2|12 pages
An extremely demanding agenda
ByHazel Bines
View abstract
chapter 3|12 pages
The problems of interpretation and guidance: the consequences of SENCO action from a legal point of view
ByWilliam Evans
View abstract
chapter 4|14 pages
SENCOs and the Code: no longer practising
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 5|21 pages
The impact of LEA policy on the role of the SENCO
ByRoy Evans, Jim Docking
View abstract
chapter 6|9 pages
The early years: Luke’s story
BySue Rice
View abstract
chapter 7|6 pages
Small is special: making the best use of scarce resources
ByVeronica Lee
View abstract
chapter 8|9 pages
Managing to cope: special needs in a large primary school
ByKathy Bale
View abstract
chapter 9|8 pages
Two pupils, two SENCOs: same story
ByPeter Russell, Sheila Russell
View abstract
chapter 10|11 pages
Spanning the divide: the SENCO and transition
ByTony Duckett
View abstract
chapter 11|14 pages
Establishing an effective relationship between SENCOs and educational psychologists
ByLesley Kaplan, Alison Scott-Baumann
View abstract
chapter 12|6 pages
The role of the SEN governor
ByGillian Blunden
View abstract
chapter 13|4 pages
Partnership in practice: governors and SENCOs working together
ByStephen Grant
View abstract
chapter 14|13 pages
Writing and implementing Individual Education Plans
ByJanet Tod, John Cornwall
View abstract
chapter 15|14 pages
Compiling school policies for special educational needs: the role of the SENCO 1
ByJane Tarr, Gary Thomas
View abstract
chapter 16|8 pages
More than just managing
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
CONTENTS
ABOUT THIS BOOK

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

TABLE OF CONTENTS
chapter 1|11 pages
Operating in the context of zero tolerance
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 2|12 pages
An extremely demanding agenda
ByHazel Bines
View abstract
chapter 3|12 pages
The problems of interpretation and guidance: the consequences of SENCO action from a legal point of view
ByWilliam Evans
View abstract
chapter 4|14 pages
SENCOs and the Code: no longer practising
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 5|21 pages
The impact of LEA policy on the role of the SENCO
ByRoy Evans, Jim Docking
View abstract
chapter 6|9 pages
The early years: Luke’s story
BySue Rice
View abstract
chapter 7|6 pages
Small is special: making the best use of scarce resources
ByVeronica Lee
View abstract
chapter 8|9 pages
Managing to cope: special needs in a large primary school
ByKathy Bale
View abstract
chapter 9|8 pages
Two pupils, two SENCOs: same story
ByPeter Russell, Sheila Russell
View abstract
chapter 10|11 pages
Spanning the divide: the SENCO and transition
ByTony Duckett
View abstract
chapter 11|14 pages
Establishing an effective relationship between SENCOs and educational psychologists
ByLesley Kaplan, Alison Scott-Baumann
View abstract
chapter 12|6 pages
The role of the SEN governor
ByGillian Blunden
View abstract
chapter 13|4 pages
Partnership in practice: governors and SENCOs working together
ByStephen Grant
View abstract
chapter 14|13 pages
Writing and implementing Individual Education Plans
ByJanet Tod, John Cornwall
View abstract
chapter 15|14 pages
Compiling school policies for special educational needs: the role of the SENCO 1
ByJane Tarr, Gary Thomas
View abstract
chapter 16|8 pages
More than just managing
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

TABLE OF CONTENTS
chapter 1|11 pages
Operating in the context of zero tolerance
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 2|12 pages
An extremely demanding agenda
ByHazel Bines
View abstract
chapter 3|12 pages
The problems of interpretation and guidance: the consequences of SENCO action from a legal point of view
ByWilliam Evans
View abstract
chapter 4|14 pages
SENCOs and the Code: no longer practising
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 5|21 pages
The impact of LEA policy on the role of the SENCO
ByRoy Evans, Jim Docking
View abstract
chapter 6|9 pages
The early years: Luke’s story
BySue Rice
View abstract
chapter 7|6 pages
Small is special: making the best use of scarce resources
ByVeronica Lee
View abstract
chapter 8|9 pages
Managing to cope: special needs in a large primary school
ByKathy Bale
View abstract
chapter 9|8 pages
Two pupils, two SENCOs: same story
ByPeter Russell, Sheila Russell
View abstract
chapter 10|11 pages
Spanning the divide: the SENCO and transition
ByTony Duckett
View abstract
chapter 11|14 pages
Establishing an effective relationship between SENCOs and educational psychologists
ByLesley Kaplan, Alison Scott-Baumann
View abstract
chapter 12|6 pages
The role of the SEN governor
ByGillian Blunden
View abstract
chapter 13|4 pages
Partnership in practice: governors and SENCOs working together
ByStephen Grant
View abstract
chapter 14|13 pages
Writing and implementing Individual Education Plans
ByJanet Tod, John Cornwall
View abstract
chapter 15|14 pages
Compiling school policies for special educational needs: the role of the SENCO 1
ByJane Tarr, Gary Thomas
View abstract
chapter 16|8 pages
More than just managing
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
ABOUT THIS BOOK
ABOUT THIS BOOK

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

TABLE OF CONTENTS
chapter 1|11 pages
Operating in the context of zero tolerance
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 2|12 pages
An extremely demanding agenda
ByHazel Bines
View abstract
chapter 3|12 pages
The problems of interpretation and guidance: the consequences of SENCO action from a legal point of view
ByWilliam Evans
View abstract
chapter 4|14 pages
SENCOs and the Code: no longer practising
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 5|21 pages
The impact of LEA policy on the role of the SENCO
ByRoy Evans, Jim Docking
View abstract
chapter 6|9 pages
The early years: Luke’s story
BySue Rice
View abstract
chapter 7|6 pages
Small is special: making the best use of scarce resources
ByVeronica Lee
View abstract
chapter 8|9 pages
Managing to cope: special needs in a large primary school
ByKathy Bale
View abstract
chapter 9|8 pages
Two pupils, two SENCOs: same story
ByPeter Russell, Sheila Russell
View abstract
chapter 10|11 pages
Spanning the divide: the SENCO and transition
ByTony Duckett
View abstract
chapter 11|14 pages
Establishing an effective relationship between SENCOs and educational psychologists
ByLesley Kaplan, Alison Scott-Baumann
View abstract
chapter 12|6 pages
The role of the SEN governor
ByGillian Blunden
View abstract
chapter 13|4 pages
Partnership in practice: governors and SENCOs working together
ByStephen Grant
View abstract
chapter 14|13 pages
Writing and implementing Individual Education Plans
ByJanet Tod, John Cornwall
View abstract
chapter 15|14 pages
Compiling school policies for special educational needs: the role of the SENCO 1
ByJane Tarr, Gary Thomas
View abstract
chapter 16|8 pages
More than just managing
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

TABLE OF CONTENTS
chapter 1|11 pages
Operating in the context of zero tolerance
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 2|12 pages
An extremely demanding agenda
ByHazel Bines
View abstract
chapter 3|12 pages
The problems of interpretation and guidance: the consequences of SENCO action from a legal point of view
ByWilliam Evans
View abstract
chapter 4|14 pages
SENCOs and the Code: no longer practising
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
chapter 5|21 pages
The impact of LEA policy on the role of the SENCO
ByRoy Evans, Jim Docking
View abstract
chapter 6|9 pages
The early years: Luke’s story
BySue Rice
View abstract
chapter 7|6 pages
Small is special: making the best use of scarce resources
ByVeronica Lee
View abstract
chapter 8|9 pages
Managing to cope: special needs in a large primary school
ByKathy Bale
View abstract
chapter 9|8 pages
Two pupils, two SENCOs: same story
ByPeter Russell, Sheila Russell
View abstract
chapter 10|11 pages
Spanning the divide: the SENCO and transition
ByTony Duckett
View abstract
chapter 11|14 pages
Establishing an effective relationship between SENCOs and educational psychologists
ByLesley Kaplan, Alison Scott-Baumann
View abstract
chapter 12|6 pages
The role of the SEN governor
ByGillian Blunden
View abstract
chapter 13|4 pages
Partnership in practice: governors and SENCOs working together
ByStephen Grant
View abstract
chapter 14|13 pages
Writing and implementing Individual Education Plans
ByJanet Tod, John Cornwall
View abstract
chapter 15|14 pages
Compiling school policies for special educational needs: the role of the SENCO 1
ByJane Tarr, Gary Thomas
View abstract
chapter 16|8 pages
More than just managing
ByJohn Dwyfor Davies, Philip Garner, John Lee
View abstract
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