Partnership Working to Support Special Educational Needs & Disabilities
- Rona Tutt - Consultant, writer, researcher and former President of NAHT
Supporting children and young people with special educational needs and disabilities (SEND) in this context is more vital than ever, as more children are being diagnosed with additional needs, and those working with children are aware of the need to ensure every individual is given the maximum opportunity to develop to their full potential.
This book examines how partnership working affects those children with SEND by considering:
- the diversity of additional needs;
- specialist schools;
- partnership working with special schools;
- partnership working with groups of schools;
- schools and other services working together;
- children's centers;
- a wide range of other services for children, young people and families.
Filled with case studies of best practice from real schools, this book is a must-have for those looking at how to work together to achieve positive outcomes for all.
'It is a must-have for all those who wish to know more about how the education sector has and continues to change to meet the increasingly complex needs and challenges to help all children get the best education that’s relevant and right for them'
- Educate, Robert Keatley
'This should be compulsory reading for all who aspire to school leadership - it is written in clear, no nonsense English and is 100% accessible. Rona gives a clear overview, with case studies, of ways in which Education can be improved and made more accessible to children and young people with SEND. As an exercise in debunking fears and advocating progressive, development partnership working, the book is a pleasure to read. By bringing the work bang up to date, and even handedly dealing with all forms and types of school, Rona makes her book valuable to anyone in education' -
Andy Lister; Director, SENtral Consultants Ltd.
'This concise and practical book encourages professionals to reflect on how partnership working can enrich the lives of children and young people who have special educational needs and disabilities' -
Toby Salt, Deputy Chief Executive of the National College for Leadership of Schools and Children's Services and author of the Salt Review (into the supply of teachers for children with profound and multiple learning difficulties)
a useful tool for the next module I am currently planning for, SEN and inclusion. I will be recommending this to my students as additional reading.
This book is simply laid out, and offers six chapters of interrelated practitioner informed advice and guidance on the rudiments of partnership working. This book will be recommended for a Foundation Degree Module on Partnerships in Education. There are wonderful insights, real-world practice scenarios woven through to strengthen and support the arguments, and assist the reader in making such linkages. I would however contend that the book could be elevated by including some recent research (empirical and theoretical) and also there needs to be some debate about the formal models of partnership working which are sadly not included in this text. However, that said, this is a starter book for those seeking to understand the importance and benefits for cross-partnership and inter-agency co-operation. It's easy style provides enough stimulation for those more interested to begin their own deeper explorations.
Chapter 3: 'Partnership working between groups of schools' was useful when discussing the ways in which schools are changing to meet the needs of communities. Students particularly engaged with sections about the role of special schools. Photocopy sheets were useful too.
This is a very visual book with resources that can be photocopied. Questions for reflection and key points boxes allow students to take a critical exploration of their own practice.
incorporates partnership working which supports the sessions being delivered. Learners can relate to the content of this book, already working in childcare settings.
Useful for practitioners working with children, families and other professionals involving additional learning needs.
This book provides a sound understanding of the complexities of working in interdisciplinary teams with children and young people. It is structured in such a way to guide the reader through its content, providing case studies and key points to maximise the opportunites for learning. Whilst it does not provide a deeply theoretical context for understanding inclusion and special needs, it does contribute a practical toolkit of resources for anyone working with children. In this way, people in the early stages of their career can quesion and explore the ways in which they can support and guide others to provide a dignified and supported network for children and young people.
There is some applicable, generic information regarding additional support needs but the emphasis is on schools in England. With references to English systems and legislation which do not apply in Scotland. Helpful for informing teachers, with some useful reflective activities.
this is an excellent book which considers communicationand joined up working and thinking for childre, young people and adults
