Full Description
This book offers research-based evidence and advice on supporting educational transitions across all educational stages from ages 3-19. It introduces the key issues and debates, processes, assessments, cultures and curricula, from pre-school to tertiary education.
The book is divided into two parts, with part one covering the curriculum as a means of exploring academic aspects of transition, and part two taking a holistic approach, considering the social and environmental elements of transition, including factors such as disadvantage, and parental and community support. Each chapter includes case studies and practical tips and advice that educators can implement in their own practice, as well as suggestions for further reading. The topics covered include the role of SENDCOs, behaviour, diversity and equality, and emotional well-being. The book includes an introduction from the author and researcher Emma Turner (Discovery Trust, UK).
Contents
Preface, Emma Turner (Discovery Trust, UK)
Introduction, Elizabeth Gregory (University of Manchester, UK) and Liz Stevenson (SEMH Special School in Birmingham, UK)
Part I: Academic Curriculum
1. Transitions to Pre-school/EYFS, Mandy Pierlejewski and Jennifer Holly (Leeds Beckett University, UK)
2. Transitions to Primary, Liz Stevenson (SEMH Special School in Birmingham, UK)
3. Transitions to Secondary, Liz Stevenson (SEMH Special School in Birmingham, UK)
4. Transitions to Tertiary: 16-19 Education and Higher Education, Elizabeth Gregory (University of Manchester, UK)
5. International Perspectives, Divya Jindal-Snape (University of Dundee, UK)
Part II: Holistic Approaches
6. SEND and the Role of SENDCOs, Lorraine Petersen (Education Consultant, UK)
7. Engaging Families and Communities in the Transition Process, Claire Wilkinson (University of Lincoln, UK)
8. Behavior and Integration into School Culture, Karl Rogerson (Billesley Primary School, UK)
9. Pastoral Matters and Emotional Well-Being, Charlotte Bagnall (University of Manchester, UK)
10. Disadvantage, Elizabeth Gregory (University of Manchester, UK) and Liz Stevenson (SEMH Special School in Birmingham, UK)
Conclusion, Elizabeth Gregory (University of Manchester, UK) and Liz Stevenson (SEMH Special School in Birmingham, UK)
References
Index
