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Masters in Educational Practice: Special educational needs and inclusion learning pack

1

Inclusive learning environments

1.6

Summary

This topic has considered inclusive learning environments including models of disability, language and labelling, as well as a consideration of the physical environment. Activities included a consideration of indicators for inclusion, reflection and the creation of a 2D classroom aimed at meeting the diverse need of learners in your context.

References

  • Booth, T. and Ainscow, M. (2011) Index for Inclusion: developing learning and participation in schools, Bristol: CSIE.
  • Clough and Garner (2003) ‘Special educational needs and inclusive education: origins and current issues’ in Bartlett, S and Burton D. (eds) Education Studies: Essential Issues, London: Sage, pp 72-93.
  • Connors, C. and Stalker, K. (2007) The Views and Experiences of Disabled Children and Their Siblings: A Positive Outlook, London: Jessica Kingsley Publishers.
  • Crow, L. (2010) ‘Renewing the social model of disability’ in Rix, J. Nind, M. Sheehy, K. Simmons, K. and Walsh, C. (2010) Equality, Participation and Inclusion 1: Diverse perspectives, Abingdon: Routledge, pp 124-140.
  • Dukes, C. & Smith, S. (2009) Recognising and Planning for Special Needs in the Early Years, London.
  • Equality and Human Rights Commission (2010) How Fair is Britain: Equality, Human Rights and Good Relations in 2010.
  • Frederickson,N. & Cline, T. ( 2009) Special educational needs, inclusion and diversity. Maidenhead: Open University Press.
  • Glazzard, J. Hughes, A. Neterwood, A. Neve, L. and Stokoe, J. (2011) Teaching Primary Special Educational Needs, Exeter: Learning Matters.
  • Hodge, N. And Chantler, S. (2010) ‘It’s not what you do; it’s the way that you question: that’s what gets results’. Support for Learning, Vol. 25, No. 1 pp11-14.
  • Knowles, G. (2011) Supporting Inclusive Practice. Abingdon: David Fulton Publishers.
  • Mcallister, K. and Maguire, B. (2012) ‘Design considerations for the autism spectrum disorder Key Stage 1 classroom’ Support for Learning, Vol.27, No.3 103 – 112.
  • Middlemas, B. (2012) ‘Learning and teaching in inclusive classrooms’ in Cornwall, J. and Graham-Matheson, L. (eds) Leading on Inclusion: Dilemma, debates and new perspectives, Abingdon: Routledge: pp  72-86.
  • Richards, G. (2011) ‘I feel confident about teaching, but SEN scares me: Moving from anxiety to confidence’ in Richards, G. and Armstrong, F. (eds) Teaching and Learning in Diverse and Inclusive Classrooms, London: Routledge, pp 89-101.
  • Rieser, R. (2003) Everybody In: Good Practice in the Identification and Inclusion of Disabled Children and those with SEN, London: Disability Equality and Education & UK Disability for European Affairs.
  • Spooner, W. (2011) The SEN handbook for trainee teachers, NQTs and teaching assistants. London: Routledge.
  • Thomas, G. & Loxley, A. (2007) Deconstructing Special Education and Constructing Inclusion. Maidenhead: Open University Press.
  • Thompson, N. (2007) Power and Empowerment, Lyme Regis: Russell House Publishing.
  • Wales: NAfW (2002) The Special Educational Needs Code of Practice for Wales. Cardiff: National Assembly for Wales.
  • Wales: Department for Education and Skills (2012) Forward in Partnership for children and young people with additional needs, Cardiff: WG 14863.
  • Walton, A. & Goddard, G. (2010) Supporting Every Child. Exeter: Learning Matters.
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