Essential Guides for Early Career Teachers: Special Educational Needs and Disability. Anita Devi

       Anita Devi Series editor: Emma Hollis

      First published in 2020 by Critical Publishing Ltd

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing from the publisher.

      The author has made every effort to ensure the accuracy of information contained in this publication, but assumes no responsibility for any errors, inaccuracies, inconsistencies and omissions. Likewise, every effort has been made to contact copyright holders. If any copyright material has been reproduced unwittingly and without permission the Publisher will gladly receive information enabling them to rectify any error or omission in subsequent editions.

      Copyright © 2020 Anita Devi

      British Library Cataloguing in Publication Data

      A CIP record for this book is available from the British Library

      ISBN: 978-1-913063-29-0

      This book is also available in the following e-book formats:

      MOBI ISBN: 978-1-913063-30-6

      EPUB ISBN: 978-1-913063-31-3

      Adobe e-book ISBN: 978-1-913063-32-0

      The right of Anita Devi to be identified as the Author of this work has been asserted by her in accordance with the Copyright, Design and Patents Act 1988.

       Cartoon illustrations by Élisabeth Eudes-Pascal represented by GCI

      Cover and text design by Out of House Limited

      Project management by Newgen Publishing UK

      Printed and bound in Great Britain by 4edge, Essex

      Critical Publishing

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      St Albans

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       www.criticalpublishing.com

      Paper from responsible sources

      Contents

       Meet the series editor and author

       Foreword

      Acknowledgements

       Introduction

       1.Fundamentals of special educational needs and disability in England

       2.Communication and interaction

       3.Cognition and learning

       4.Social, emotional and mental health

       5.Physical and sensory needs

      Appendix 1SEND personal reflections questionnaire for early career teachers

      Appendix 2Timeline chart 1940s–2010s

       Appendix 3Summary task

       Appendix 4Support evaluation task

       Appendix 5DLD simple identification chart

       Appendix 6Classroom environmental audit

      Acronym buster

       Index

      Meet the series editor

       Emma Hollis

      I am Executive Director of NASBTT (the National Association of School-Based Teacher Trainers) and my absolute passion is teacher education. After gaining a first-class degree in psychology I trained as a primary teacher, and soon became head of Initial Teacher Training for a SCITT provider. I am dedicated to ensuring teachers are given access to high-quality professional development at the early stages of and throughout their careers.

      Meet the author

       Anita Devi

      I am a former SENCO, senior leader, school improvement adviser and local authority SEND advisory teacher. I have a wealth of experience in developing leaders of learning, and my own teaching career spans early years to postgraduate education both in the UK and overseas. In 2017 I was awarded the prestigious international Influential Educational Leaders Award for my contribution to the SEND workforce pipeline strategy which supports the development of professionals from initial teacher training to advanced and experienced SENCOs.

      Foreword

      As a passionate advocate of high-quality teacher education and continuing professional development, it has always been a source of frustration for me that beyond the ITT year, access to high-quality, structured ongoing professional development has always been something of a lottery for teachers. Access and support have been patchy, with some schools and local authorities offering fantastic opportunities for teachers throughout their careers while in other locations, CPD has been given lip service at best and, at worst, is non-existent.

      This series was conceived to attempt to close some of those gaps and to offer accessible professional learning to busy teachers in the early stages of their careers. It was therefore a moment of genuine pleasure when proposals for an entitlement for all early career teachers to receive a package of support, guidance and education landed on my desk. There is now a genuine opportunity for school communities to work together to offer the very best early career development for our most precious of resources – the teachers in our schools.

      The

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