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Organization of Schools for Inclusive Special Education

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Inclusive Special Education

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Abstract

Whereas the previous chapter focused on effective teaching practices, this one focuses on the organization of schools that is necessary for providing effective education for children with SEND. First, key policy issues that are necessary to ensure the best possible education for all children with SEND are highlighted. These include national, regional, and school policies on SEND; specific legislation on SEND; statutory guidelines on SEND; IEP and transition planning; trained SENCOs and SEN staff; training for mainstream teachers; training for specialist teachers; psychologist and counselor involvement; and parent partnership services. Second, a discussion of key aspects of school organization that impact the education of children with SEND is presented, including issues of school ethos, identification and assessment, ability grouping, individual educational plans, transition planning, appropriate curricula, and parental involvement. Third, key school-wide strategies for teaching children with SEND are outlined comprising Universal Design for Learning, Response to Intervention, Positive Behavior Interventions and Supports, and promotion of social and emotional aspects of development, including Circle Time and Incredible Years programs. All three aspects of school organization are important in facilitating effective inclusive special education. This is illustrated in Fig. 5.1.

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  1. University of Canterbury College of Education, Christchurch, New Zealand

    Garry Hornby

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Hornby, G. (2014). Organization of Schools for Inclusive Special Education. In: Inclusive Special Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-1483-8_5

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