Ocussing on Pupils with Learning Difficulties, consider the challenge posed by the current government commitment to inlcusion
To investigate, in depth, an issue of current policy towards inclusion.
To present an extended reflection on this issue.
To undertake wider reading around the issue.
Assessment criteria is:
Comprehension and analysis
Coverage and Content
Can use Sub-heading as appropriate.
Ainscow M (1991) Effective Schools for all. London: Fulton
Brandes D (1996) A Guide to Student Centred Learning. Cheltenham: Thornes
Dimmock C.A.J. (2000) Designing the Learning-Ctntred School: a Cross Cultural Perspective. London: Routledge Falmer.
Frederickson N & Cline T (2002) Special Educational Needs, Inclusion and Diversity. Buckingham: Open University Press.
Garner P & Dwyfor D.J. (2001) Introducing Special Educational Needs. London: David Fulton.
OFSTED (1999) The SEN Code of Practice : Three years on : The contribution of individual education plans to the raising of standards for pupils with special educational needs. London: Ofsted.
Tilstone C et al (2000) Pupils with Learning Difficulties in Mainstream Schools. London : David Fulton.
Burns K.M. & Hulusi H.M. (2005) Bridging the gap between a learning support centre and school: a solution-focussed group approach. Educational Psychology in Practice 21(2) pp 123 130.
Ellins J. & Porter J. (2005) Departmental Differences in attitudes to special educational needs in the secondary school. British Journal of Special Education. 32(4) pp 188 195.
Goddard A. (2000) Curriculum planning in special education: a critical appraisal of IEPs and reductionism and an examination of holisitc alternatives. Curriculum 2000, 21(1) pp 61 82.
Hodson P., Baddeley A., Laycock S & Williams S (2005) Helping Secondary Schools to be more inclusive of year 7 pupils with SEN. Educational Psychology in Practice 21(1) pp 53 87.
Pearson S (2000) The relationship between school culture and IEPs. British Journal of Special Education. 27(3) pp 145 149.
Tod J (1999) IEPs: inclusive educational practices? Support for Learning 14(4) pp 184 168.