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Inclusive Primary Teaching

Tags: Education, Primary

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Inclusive Primary Teaching

A critical approach to equality and special educational needs and disability

AUTHOR : By Janet Goepel, Helen Childerhouse and Sheila Sharpe

ISBN : 9781910391389

Edition No : 2

Publication : Sep 16, 2015

Extent : 296 pgs

ISBN : 9781910391396

Edition No : 2

Publication : Sep 16, 2015

Extent : 296 pgs

ISBN : 9781910391402

Edition No : 2

Publication : Sep 16, 2015

Extent : 296 pgs

ISBN : 9781910391419

Edition No : 2

Publication : Sep 16, 2015

Extent : 296 pgs


This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes:
• full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn
• two completely new chapters on understanding learners who are vulnerable and
understanding learners with communication difficulties
• extended thinking activities and extended reflections to support M-level study
• an improved organisation with emphasis on the national priorities.



Part 1: Developing inclusive environments

Chapter 1 – Understanding policy

Chapter 2 –the inclusive classroom

Chapter 3 – the inclusive curriculum

Part 2: Making reasonable adjustments

Chapter 4 – Understanding learners with Special Educational Needs and Disability

Chapter 5 – Understanding learners with English as an additional language

Chapter 6 – Understanding behaviour

Chapter 7 – Understanding identity and gender

Chapter 8 – Understanding race

Chapter 9 - Understanding learners in poverty

Chapter 10 – Understanding learners who are vulnerable learners

Chapter 11 – Understanding learners with communication difficulties

Part 3: Developing partnerships

Chapter 12 – Working with children

Chapter 13 – Working with parents

Chapter 14 – Working with colleagues

Chapter 15 – Working with outside agencies





Janet Goepel has been a teacher for many years and developed an interest in special educational needs through having children with additional needs in her class.  She has taught children with profound and multiple learning difficulties who otherwise would have had to attend a special school.  She has also taught children with dyslexia, dyspraxia, ADHD as well as children who have social difficulties. Working with these childrenwas rewarding as well as challenging, taught her a great deal and changed her practice as a teacher. She now teaches Inclusion at Sheffield Hallam University and hopes to pass on her passion for inclusive practice to trainee teachers.

Helen Childerhouse is a senior lecturer in primary and early years teacher education at Sheffield Hallam University. She teaches on undergraduate modules that involve professional practice and supports trainees whilst they are on placement.  She also teaches on the modules which focus on inclusive practice.

Sheila Sharpe is a Senior Lecturer at Sheffield Hallam University. Her roles include Course Leader for the PG Cert Senco award and the Inclusion co-ordinator for the undergraduate and post graduate Primary and Early Years Teacher Education Programme. She has wide school experience in primary, infant and nursery schools in two local authorities, and has taught children from a wide range of backgrounds and cultures with a range of learning and emotional needs. She has been a SENCO in a primary school which provided insight in to the tensions that exist in schools surrounding inclusive education. She has also worked in an advisory capacity in a local authority giving support to teachers and schools for provision in meeting language and literacy needs of children. Her research interests are in enquiry-led learning for children and trainees.

Publication Overview

Your Reviews on this book

Overall this is a concise and compact book which sensitively explores a wide range is issues relating to the support of diverse learning needs in mainstream primary classrooms.  

Jon Reid, Oxford Brookes University

I thought it was very good. There were lots of links to practice through rich case studies. The book linked in current policy very effectively. The text was accessible and linked theoretical perspectives in well.

Jonathan Glazzard, University of Huddersfield

It is a very up to date and written in an accessible style. Easy to read and full of great materials. I used the first edition and liked it but this is even better!

Claire Head, University of Hull
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