Helen Knowler – författare

This book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression.

Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo''s will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role.

A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as:

research and literature searching; knowledge building and skills development in SENCo; the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and the development of leadership skills.

This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.

This book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression.

Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role.

A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as:

research and literature searching; knowledge building and skills development in SENCo; the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and the development of leadership skills.

This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.

This book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression.Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role.A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as:research and literature searching;knowledge building and skills development in SENCo;the ability to galvanise change in their context including difficult and respectful conversations about SEN provision andthe development of leadership skills. This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.

This book examines and problematises the concept of 'educational inclusion' within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as ‘inclusive’ in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation.

This book examines and problematises the concept of ''educational inclusion'' within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as ‘inclusive’ in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation.