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Effective Differentiation : a Training Guide to Empower Teachers and Enable Learners with SEND and Specific Learning Difficulties. Preview this item
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Effective Differentiation : a Training Guide to Empower Teachers and Enable Learners with SEND and Specific Learning Difficulties.

Author: Abigail Gray
Publisher: Milton : Routledge, 2018.
Edition/Format:   eBook : Document : EnglishView all editions and formats
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Gray, Abigail.
Effective Differentiation : A Training Guide to Empower Teachers and Enable Learners with SEND and Specific Learning Difficulties.
Milton : Routledge, ©2018
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Abigail Gray
ISBN: 9781351383707 1351383701
OCLC Number: 1037819024
Notes: Why is the Needs Matrix in an adaptable format?
Description: 1 online resource (193 pages)
Contents: Cover; Title; Copyright; Dedication; Contents; Acknowledgements; Introduction; What am I trying to achieve in writing this book?; Who is it for?; What does it do?; How does it do it?; How do I manage SEN jargon and terminology?; 1 What do I know about Special Educational Needs Disability and inclusive teaching?; Why is the law relating to SEND relevant for classroom teachers?; What is an Education, Health and Care plan?; How many school pupils have an EHC plan?; What about pupils with SEN who don't have EHC plans?; What is the Special Educational Needs and Disability Tribunal (SENDIST)? What are the obligations and structures of 'inclusive' teaching?How much do you know about your school's approach to and provision for pupils with SEN?; 2 What about a baseline?; How can the classroom teacher benefit from the data-rich environment?; What are baseline data?; What's the difference between baseline data derived from standardised tests and data derived from teacher assessment?; What skills do the most widely available standardised baselines relate to?; What kinds of baseline scores are generated and what do they mean?; What's involved in baseline screening? Are there different considerations for screening in early years, primary and secondary schools?Is baseline information relevant to all teachers?; Is it worth returning to baselines after the year of testing?; Can I use baseline data to inform subject specific teaching?; What does the Code of Practice say about the role of baselines in making provision for pupils with SEND?; Which baselines are relevant for pupils registered as SEN support?; What is different about the data available for pupils with an EHC plan?; What is the structure of an Education, Health and Care plan? How can my familiarity with baseline data support a 'graduated approach'?How can addressing baselines create consistency for pupils at times of transition?; The value of books and folders; 3 How do I identify learners with SEND? The Needs Matrix; What are the responsibilities for teachers, outlined in the Code of Practice, regarding identification?; What's the role of the teacher in terms of the responsibilities outlined by the school?; In terms of the responsibilities outlined in the Code of Practice, what is the role of the SENCO in identifying a pupil with SEN? What is the rationale for making an identification according to the Code of Practice?What is the role of pre-emptive support before identification of a learning difficulty?; What is the rationale for the identification of SEN outlined by the school?; How does a class teacher 'assess whether a pupil has Special Educational Needs' and lead on an 'analysis' of those needs?; How does a teacher contribute to the identification of a learning difficulty, disorder or disability?; Using the Needs Matrix to support identification of pupils with learning difficulties and SEN.

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