By Rita Cheminais
The way forward for designated faculties depends upon whether or not they can act as release pads for nearer collaboration with mainstream faculties. supplying hands-on sensible aid, this booklet can be utilized to: organise and boost the consultancy function of designated tuition workforce participants; plan inclusion education programmes for mainstream colleges; make sure that inclusive perform is on course with techniques for tracking and overview; shop time and marketplace prone to mainstream colleges with photocopiable templates; and deal with twin placements.
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Extra info for Closing the Inclusion Gap: Special and Mainstream Schools Working in Partnership
Helpful strategies to reduce stress, as recommended by Brown and Ralph (1995) are as follows: ■ ■ ■ ■ ■ The establishment of realistic and achievable inclusion goals. Allowing time for reflection. Providing a self-help group or support network for inclusion staff, where problems can be shared and solved together. Prioritising inclusion tasks and reviewing workloads. Increased delegation for inclusion responsibilities among team members. Preparing for a Changing Role ■ ■ ■ ■ Providing CPD on conflict management, assertive training, positive thinking for inclusion team staff.
Stay on task for ten minutes, without a break Evidence of progress in meeting targets Teacher modelling Pair work Interactive whiteboard Group work Next steps: (What the pupil needs to do to improve or reach his or her next target) (Tick the strategies used to help pupil reach targets) Date of review: _______________________ Subject: _________________________ Teacher’s signature: _______________________ Pupil’s signature: _______________________ Enhancing Mainstream School Capacity to Become More Inclusive In a report on the use of temporary teachers, OFSTED noted that these staff were very rarely provided with information about pupils’ attainment, or the nature of their special educational needs.
SLA = Service Level Agreement Preparing for a Changing Role Developing staff inclusion roles Special schools will play an increasing role in the provision of training for a range of client groups: mainstream teachers, student teachers, newly qualified teachers and learning support/teaching assistants, parents and carers. This will necessitate training for the providers themselves, however, to equip them for the new role. Rouse and Florian (1996) in Campbell (2002) proposed that any staff development to support inclusion ‘.