Inclusive Practice in the Primary School

A Guide for Teachers

I likes the points for reflection that could be used with students for discussion. The chapter 'Models of Difference and Differentiation' was really engaging and a good starting point for students to reflect on practice.

An important book for the course, which supported the module outcomes.

An impressive book - which appeared at just the right time, with the inclusion of the new Code of Practice 2014 ensuring that current debates about SEN and inclusion are up-to-date. this book avoids the usual repetition of too much history and past legislation, though this is well referenced, and instead operates much as a manual, making it a good starting point to engage with SEN issues. It sets out concisely explained theories of child development and frameworks of belief systems which make it suitable for an inclusive approach for all children not just though with identified needs. I particularly liked the section on labelling in Chapter 6 and the emphasis on reflective practice throughout. It also stresses the value of team work in an inclusive approach and this leads to one inconsistency - why does the title refer to a 'guide for teachers'. I am recommending this book to my Foundation Degree students who are mainly Teaching Assistants. Their central role is prominent in the text but not in the title - perhaps a 'guide for teaching staff' would have been more inclusive.
It is attractive and well laid out with a mix of text, tables and scenarios and draws the reader in with easy to find, short and snappy information. A great resource, and with pointers for where to go for more in-depth information. I'm not sure about the 'spiral' system of assessing and wonder whether teaching staff have time to learn a new approach, but that doesn't matter as the emphasis is on an individual approach and it is the reflective thinking which I found most stimulating here.

This book effectively challenges teachers and student teachers to consider how they can develop as an inclusive practitioner and how they think about SEND in the light of the Children and Families Bill of 2014.
The "special pedagogy" debate is explored through the relevance to a teacher's own professional development, emphasising the need for a change in approach and attitude to SEND, whilst understanding the apprehensions of a general class teacher.
Both theoretical and practical elements of the book present an understanding of children's learning in a clear and easy to read style. Practical and holistic approaches to differentiation enable a teacher to view the individual needs of any child across the learning spectrum and the philosophy of viewing a child by its abilities and not disabilities is enlightening. Adapting whole class teaching and the learning environment to include all learners is tackled through the area of PESD.
The book contains useful and relevant case studies and is punctuated with Reflection Points and tasks to challenge the teacher to put into action some new approaches.