Full Description
The 'SEN Practitioner' can take many forms, from the SENCO, pastoral lead or nurture practitioner to the teaching assistant or classroom teacher. All are essential lynchpins within the education system who provide inclusive opportunities for children with SEND.
This rich, edited collection explores the range of practitioners that make up the SEN workforce and considers their skills, attributes and needs in depth. It focuses on practitioners in a range of settings, including mainstream, special schools, and alternative provision, and provides comprehensive guidance on what each role entails. Chapters also consider the diverse needs of SEN practitioners and share perspectives from neurodivergent professionals, which thoughtfully explore how practitioners can be developed and supported themselves. Throughout, reflections and takeaways are included, to prompt readers to identify how key insights can be transferred to their own setting and practice.
By drawing together chapters from a range of contexts, this book provides an essential overview of the diversity of the SEN workforce and key next steps for further training and development. It will be valuable reading for SENCOs, MATs, and CPD Leads, as well as students of education, inclusion and SEND.
Contents
Figures and Tables
Contributors
Foreword - Annamarie Hassall: CEO, nasen
Introduction - Tristan Middleton
PART I The SEN Practitioner: Roles, Skills and Attributes
1. All Teachers are Teachers of Children with SEN: The Mainstream Class Teacher as a SEN Practitioner - Julie Wharton
2. Teaching Assistants: Developing an Effective Workforce to Support Learning - Sara Alston
3. Achieving the Best Pastoral Support: Roles, Responsibilities and Skills - Sue Soan
4. Early Years SEN Practitioners: Challenges, Opportunities and Key Take-Aways - Angela Scott
5. Alternative Provision Staff - Sarah Johnson
6. Nurture Group Practitioners - Tristan Middleton
7. The SENCo - Lynda Kay and Tristan Middleton
8. The Team Around the Child and Learners with Social Emotional and Mental Health needs - Dennis Piper
PART II The SEN Practitioner: looking forwards through the experience of practitioners
9. Inclusive Classrooms: Good for Everyone, Good for Dyslexia - Julia Clouter
10. Beyond Inclusion: Recognising the Strategic Power of Autistic Educators - Simon Preston
11. Disabled Teachers, Discourses which Aid, Discourses which Hinder - Mark A. Lyn
12. Supervision for Education Practitioners in SEN - Jonathan Reid
13. Effective Pastoral Care that Supports SEND: A Support for Practitioners - Phil Jones
14. Relational Practice: A Triadic Lens for Practitioners in SEN - Lynda Kay
15. SENCo Strengths-Based Leadership: Leading Change and Flourishing Through Hope, Optimism, Self-Efficacy and Resilience - Jon Gibson
16. Leadership of School Culture to Support Practitioners: Recruitment, CPD and Relationships - Hilary MacMeekin
Conclusion - Tristan Middleton
Index
