By Rita Cheminais
The way forward for precise colleges will depend on whether or not they can act as release pads for nearer collaboration with mainstream colleges. supplying hands-on sensible help, this e-book can be utilized to: organise and boost the consultancy position of designated university staff contributors; plan inclusion education programmes for mainstream colleges; make sure that inclusive perform is on target with techniques for tracking and overview; store time and industry prone to mainstream colleges with photocopiable templates; and deal with twin placements.
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Additional resources for Closing the Inclusion Gap: Special and Mainstream Schools Working in Partnership
Produce a range of curriculum packs for loan or sale. Roll out training programme to mainstream clusters. Market curriculum resource packs. Become recognised training centre for SEN and inclusion training. Support the assessment and moderation of IQM in mainstream schools. Price of services and products Establish baseline for agreed SLA (with LEA and mainstream schools). Head teacher of special school. SLA agreed and distributed via LEA, to cluster mainstream partners. SLA evaluated and offered to wider network of mainstream schools.
Cross-curricular learning targets In all lessons I will: 1. g. tables, charts, graphs, diagrams, flow-charts, pictures, photographs ■ One-to-one explanation ■ Subject-specific vocabulary lists ■ ■ Mind-maps Brain gym ■ ■ ■ ■ Working to music ■ Peer ‘study buddy’ support ■ Oral participation ■ ■ Writing frames 2. Control my anger using ‘tips to stay cool’ 3. Stay on task for ten minutes, without a break Evidence of progress in meeting targets Teacher modelling Pair work Interactive whiteboard Group work Next steps: (What the pupil needs to do to improve or reach his or her next target) (Tick the strategies used to help pupil reach targets) Date of review: _______________________ Subject: _________________________ Teacher’s signature: _______________________ Pupil’s signature: _______________________ Enhancing Mainstream School Capacity to Become More Inclusive In a report on the use of temporary teachers, OFSTED noted that these staff were very rarely provided with information about pupils’ attainment, or the nature of their special educational needs.
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