Go to TTRB site. Point out 3 columns and more buttons (main meat).
Warnock report available for the first time on-line The code of practice – bedrock of approaches that are illustrated through the site – link is to the toolkits which are short guides to practice
Bercow on speech and language which has led to the Every Child a Talker Strategy and the Inclusion Development plan Laming progress report follows from the Victoria Climbié Enquiry and the lack of success with the ECM agenda
Materials for Dyslexia, Communication and Language Difficulties and Autism Includes materials developed for ITE. Materials have been developed by the NGOs with National Strategies.
TTRB has an intro to SEN which is aimed at trainees: this is being revised There are also modules of SEN and Inclusion Materials available for primary tutors PGCE and Masters modules are in preparation They are best used with the videos and materials on the TTRB
TTRB has a range of glossary items to deal with the Jargon and concepts of SEN In preparation, we have items on the concepts and models of SEN and Disability
1 st is primary inclusion of child with VI 2 nd is communicating with parents of children with SEN 3 rd is a day in the life of a primary sencos Boy using wheel chair in ‘Making Inclusion work in a primary school
These are 16 research and development projects relating to SEN and Disability and ITE A TTV is being produced about some of these projects.
Reviews (articles), but resources are already there.
Elmis Conference Powerpoint Presentation
Teacher Training Resource Bank Using Research and Evidence to Improve the Teaching and Learning Of Children with Special Educational Needs and/or Disabilities (SEN/D) ELMIS 2010 Mike Blamires
What is the purpose of the TTRB? The purpose of the TTRB is to enable teacher educators, teachers in training and school-based mentors and tutors to have free access to an extensive database of professional resources, with the aim of improving standards in teaching and learning.
“ Given the quality of the site in terms of content and presentation, its value to tutors and trainees and how highly it is rated, it deserves to be exploited by the widest possible constituency of users.” Leeds University Independent Evaluation Quality Assurance Inclusion Criteria Expert Reviewers Structured Reviews Peer Moderation An Extensive Network Meta Tagging (BETT)
Differentiation - guidance for inclusive teaching Dyspraxia: Historical Overview of Special Educational Needs, Disability and Inclusion. Integration in relation to inclusion Models of Disability and Special Educational Needs Multiple Sensory Impairments Pedagogy and SEN P Scales: Severe Learning Difficulties Special Educational Needs Special Educational Needs and Disability Act 2001 Speech and Language Therapists and their Role in Supporting Schools Statutory Framework for SEN Visual Impairment Glossary Items: Explaining Key Terms
The TDA Research and Development Awards <ul><li>Round 3 of the Research and Development Awards have a Special Educational Needs (SEN) focus and many of them directly address issues that affect initial teacher training. </li></ul><ul><li>These include: </li></ul><ul><li>working closely with teaching assistants, </li></ul><ul><li>working with other professionals in the classroom </li></ul><ul><li>The development of movement by non specialists </li></ul><ul><li>and </li></ul><ul><li>the use of whiteboards in the classroom with children with autism. </li></ul>
<ul><li>Question and answer service for teacher education </li></ul><ul><li>Response within 48 hours </li></ul><ul><li>Answer will contain links to web-based resources including journals and education databases (e.g. British Education Index) </li></ul><ul><li>Search methodology used by librarian provided </li></ul><ul><li>Searchable bank of previously asked questions </li></ul><ul><li>Users must register with TTRB </li></ul>
E-librarian questions on SEN Question The role of the parent in relation to early years care and education - a parent with SEN and/or a disability I am currently completing an assignment on parenting a child with SEN. I want to consider how having a child with SEN can mean a parent becomes more involved in their child's learning and take on a different parenting role. Legislation/guidance document (e.g. SEN Code of Practice) support parental involvement and general research on parental involvement in the early years proposes finding ways to involve parents at there chosen level/in a way that is right for them - but I cannot find any/research or writers applying this to SEN. A parent with a child with SEN may find themselves as part of multi-agency team which they may find difficult or acting as an "educator" training the early years settings about their child's additional needs. Taking a child to a setting and saying "you are the trained professional educate my child" is not generally an option. I am not saying that parents shouldn't be involved and there are research based benefits for the child. But am trying to examine the situation in more detail. I am looking for research/writers who have considered such issue and any ideas or strategies for ensuring that parents of children with SEN are involved in their child's learning to benefit the child but also in a way which makes them feel comfortable/is at the right level for them
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