Achievement for all in international classrooms : improving outcomes for children and young people with special educational needs and disabilities /
"Examines Achievement for All's research projects in Lithuania, Norway, the USA, England and Wales, considering the changes to truly bring SEND into the classroom and improve achievement for all"--
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| Format: | Electronic eBook |
| Language: | English |
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London ; New York :
Bloomsbury Academic,
2017.
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| Series: | Europe's legacy in the modern world.
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| Subjects: | |
| Online Access: | CONNECT |
Table of Contents:
- Title Page; Copyright Page; Contents; List of Figures; Foreword; Acknowledgements; Introduction; Part 1 An International Issue: Bringing Special Educational Needs and Disability (SEND) Back into the Classroom; Chapter 1 The Achievement for All Framework; The Achievement for All programme in practice; Achievement for All framework: Four elements; The Achievement for All programme in practice; 3As principles
- Increasing aspiration and access leading to higher achievement; Summary; Chapter 2 Why the Approach to SEND in Schools across the World Needs to Change; Inclusive education.
- Leading inclusionLatvia: Developing education; Maximizing impact by developing Achievement, Access and Aspirations: A model for practice; Summary; Part 2 Beginning with Achievement for All in England and Wales; Chapter 3 England and Wales: Differing Contexts; SEND: The English context; SEND: The Welsh context; Achievement for All: England and Wales; Education for All; Summary; Chapter 4 The Achievement for All Programme; Element 1: Leadership; Element 2: Teaching and learning; Element 3: Parent and carer engagement: The structured conversation; Wider outcomes and opportunities.
- Achievement for All: Measuring impactSummary; Chapter 5 The Impact of Achievement for All in England and Wales; England: Overview; England: Impact on pupil aspirations; Wider outcomes and opportunities; Wales: Impact on leadership; Wales: Impact on teaching and learning; Wales: Impact on parent and carer engagement; Wales: Impact on wider outcomes (behaviour, attendance, well-being); England: Overview of findings; Wales: Overview of findings; Summary; Part 3 Why School Leadership Needs to Change; Chapter 6 The Lithuanian Context: Developing Leadership for SEND; The context of Lithuania.
- The emergent landscape of school leadership roles in LithuaniaShifting paradigms in the professional development of leaders; Time for leaders: Taking it forward; Summary; Chapter 7 Time for Leaders Project; Implementation; Leadership development within the project
- underpinning theoretical perspectives; Stage 1: The study of education consultancy services and supply of consultancy services in Lithuania and abroad; Impact; Longitudinal research; The synergy between leadership, consultancy and school models; Continued challenges; Final thoughts; Summary.
- Part 4 Why Improving Teaching and Learning Improves OutcomesChapter 8 The Teaching and Learning for All Project: Norwegian Context and Case Study 1
- Lindeberg School; Setting the scene: The Norwegian education system; Special education in Norway; Lindeberg School context; Implementation; Impact; Extracurricular; Conclusions; Chapter 9 Teaching and Learning for All Project: Case Study 2 Høyenhall School and Project Recommendations; Høyenhall School context; Impact; Summary; Recommendations; Recommendations; Part 5 Why School Environments and Parental Engagement Need to Change.
