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E-grāmata: On the Fringes

  • Formāts: EPUB+DRM
  • Izdošanas datums: 12-Mar-2019
  • Izdevniecība: Crown House Publishing
  • Valoda: eng
  • ISBN-13: 9781785834134
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  • Formāts: EPUB+DRM
  • Izdošanas datums: 12-Mar-2019
  • Izdevniecība: Crown House Publishing
  • Valoda: eng
  • ISBN-13: 9781785834134

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On the Fringes opens up the debate surrounding school exclusion and its link to special educational needs, and sets out action-oriented strategies designed to bring about a more inclusive approach.

The rate of exclusion of children with special educational needs and disabilities (SEND) is rocketing - even extending to very young children on the cusp of school life. In this book Jackie Ward examines this critical issue through the lens of her experiences in both mainstream education and a pupil referral unit (PRU) and offers practical guidance to ensure schools find solution-focused ways to provide for all of the children in their care.

Having seen first-hand the impact that exclusion has on children with often unmet medical needs (such as autistic spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD)), Jackie explores the realities of what exclusion means to each of us and discusses feasible strategies to help shape educational provision in line with a more inclusive agenda. In doing so she provides informed inspiration to teachers and SEND professionals working with some of our most vulnerable children, who - without our love and support - are too often destined for lives on the fringes of society.
Acknowledgements i
Preface iii
List of acronyms
xi
Introduction 1(4)
Chapter 1 Exclusion facts and figures
5(14)
What is the data on exclusions telling us?
5(2)
What does experience tell us?
7(7)
Primary-aged pupils
8(1)
Boys
8(1)
Children claiming free school meals
9(1)
Children with additional needs
9(2)
Children from Gypsy, Roma and Traveller backgrounds
11(2)
Children from Black and minority ethnic (BAME) backgrounds
13(1)
What is happening to excluded children?
14(1)
What are those in power doing about it?
15(4)
Chapter 2 The legalities of exclusion
19(8)
Fixed-term exclusions
19(1)
In what circumstances can a child be excluded?
20(2)
Permanent exclusions
22(1)
Variations and grey areas
23(4)
Chapter 3 The school's view: inclusion versus exclusion
27(14)
Varying degrees of tolerance
27(2)
Exclusion is not the solution
29(1)
Inclusion
30(2)
The critical role of communication
32(3)
Characteristics of inclusive schools
35(3)
SEND provision in mainstream education
38(3)
Chapter 4 A view from the PRU: after the exclusion
41(10)
The nature of PRU placements
41(1)
Drawn to the most vulnerable
42(1)
Behaviour policy: rewards and sanctions
43(1)
Structures and routines
44(4)
SEMH awareness
48(1)
Values and moral purpose
49(2)
Chapter 5 The child: `that kid'
51(12)
Understanding `that kid'
52(2)
Defending children's rights
54(2)
Justifying exclusions
56(2)
Listening to children's voices
58(2)
Limiting life chances
60(3)
Chapter 6 The parents' view
63(14)
Parental responsibility
64(2)
Experiencing exclusion
66(1)
Working together
67(1)
A parental view of the PRU
68(1)
Getting a diagnosis and support
69(2)
Understanding the legalities
71(2)
Parents' support checklist
73(4)
Chapter 7 Behaviour or complex need?
77(22)
Accessing the right support promptly
77(1)
Following statutory guidelines
78(6)
Communication and interaction
80(1)
Cognition and learning
81(1)
Social, emotional and mental health
82(1)
Sensory and/or physical needs
82(2)
The importance of early intervention
84(4)
Assess, plan, do, review
88(7)
Assess
91(2)
Plan
93(1)
Do
94(1)
Review
95(1)
Assessing complex needs: a practical checklist
95(4)
Chapter 8 Spotting the signs of underlying needs
99(16)
Speech, language and communication needs (SLCN)
99(2)
What you might see
100(1)
Autistic spectrum condition (ASC)
101(5)
What you might see
103(3)
Sensory processing disorder (SPD)
106(2)
What you might see
107(1)
Attention deficit hyperactivity disorder (ADHD)
108(7)
What you might see
109(6)
Chapter 9 Addressing mental health and wellbeing
115(8)
The prevalence of mental health issues
115(1)
Accessing the necessary support
116(4)
Mental health is not just important for pupils
120(3)
Chapter 10 Holistic approach
123(14)
Nurture groups
123(3)
The Solihull Approach
126(2)
Mindfulness
128(1)
Restorative justice
129(8)
Conclusion: the journey so far and a view towards the future
137(10)
Speaking out and getting heard
137(2)
Alternative models?
139(4)
A 10-point manifesto for preventing exclusion in primary and secondary schools
143(4)
Bibliography 147
Jackie Ward was a primary school teacher for over 25 years - and a deputy head and special educational needs coordinator (SENCO) at a primary pupil referral unit (PRU) for eight years - prior to taking early retirement and setting up her own business in 2016. She is now an independent behaviour and SEND consultant working in mainstream primary and secondary schools.