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Teachers in both special and mainstream schools have to be confident in their abilities to implement inclusion effectively, in order for the child to have any chance of a successful inclusive school career.
This book demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process.
The author provides photocopiable forms for evaluating pupils' academic and social process and advice on how physical resources, such as sensory rooms, can enhance the learning opportunities of all pupils. She offers jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole-school policy. The book also presents sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum.
Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils will find this book an invaluable companion.
This book demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process.
The author provides photocopiable forms for evaluating pupils' academic and social process and advice on how physical resources, such as sensory rooms, can enhance the learning opportunities of all pupils. She offers jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole-school policy. The book also presents sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum.
Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils will find this book an invaluable companion.
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