Sue Soan – författare

“This book, co-authored by long time practitioners, brilliantly demonstrates that an inequitable, illiberal education system can be changed to become inclusive and equitable. With one part examining the system over the decades since the Warnock report, and a second part presenting policy and practice for a fairer system with an end to a SEND industry, it presents a state-maintained education system desperately in need of radical reform that can be renewed to serve all children and young people."

Professor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UK

“This book is a wake-up call to us all to the ‘liberation’ of our current system… it invit[es] active engagement in change through review and reflection…  I would recommend this book to my teachers.”

Dr Stella Scharinger, Primary School Executive Head Teacher, The Stour Academy Trust, UK 

"This is an important and imaginative book written by two experts whose writing is always both clear and engaging. It is both theoretically sound but also very practical. It deals with extremely important issues and deserves a wide readership."

Professor Adrian Furnham, Professor of Psychology, Norwegian Business School, Norway

“Dr Sue Soan and Prof Jeremy J Monsen have written what is undoubtedly one of the most thought-provoking books on inclusive education of our time. They have captured perfectly the evolution of the education system in England to date demonstrating how good intentions have too often failed to deliver good outcomes... No stone is left unturned by Sue and Jeremy. From teacher education and technology to teacher retention and the curriculum, excellent insights and ideas are provided in abundance. It is a book that is itself built on inclusive principles designed for a broad readership extending beyond educators and into the general public.

This is a book that everybody should read at least once, and probably more than once.”

Professor Adam Boddison, Chief Executive of the Association for Project Management, UK

This book provides a critical overview of the development of the Special Educational Needs and Disabilities (SEND) ‘industry’ within the English state education system. It connects the work of earlier educational thinkers with the challenges faced by school leaders, teachers, parents, carers and policy makers today. 

Moving from separate systems towards a truly integrated and inclusive educational system, the authors explore which areas have been undervalued and why. Instead they encourage debate and the chance to explore new ideas away from the constant cycle of reforms without improvements. 

The book: 

• Proposes how to move beyond inclusion vs. exclusion 

• Provides guiding principles to create true equity within education 

• Analyses past and present issues in the sector across policy and practice

Inclusive Education Theory and Policy is essential reading for anyone interested in building an education system that is for every child. It provides an incisive analysis of how to make SEND truly equitable and is relevant across all career stages.

Sue Soan is Senior Lecturer at Canterbury Christ Church University, UK and the facilitator of the research group Action for Collaborative Transformation (ACT), which is working to improve collaborative practice across the statutory professions. Previously, Sue worked as a teacher and SENCo for over 25 years.

Jeremy Monsen is Executive Principal Educational and Child Psychologist for the London boroughs of Westminster and Kensington and Chelsea. He is also Visiting Professor at the University of Strathclyde, UK, Lecturer (Honorary) to University College Lon

“This book, co-authored by long time practitioners, brilliantly demonstrates that an inequitable, illiberal education system can be changed to become inclusive and equitable. With one part examining the system over the decades since the Warnock report, and a second part presenting policy and practice for a fairer system with an end to a SEND industry, it presents a state-maintained education system desperately in need of radical reform that can be renewed to serve all children and young people."

Professor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UK

“This book is a wake-up call to us all to the ‘liberation’ of our current system… it invit[es] active engagement in change through review and reflection…  I would recommend this book to my teachers.”

Dr Stella Scharinger, Primary School Executive Head Teacher, The Stour Academy Trust, UK 

"This is an important and imaginative book written by two experts whose writing is always both clear and engaging. It is both theoretically sound but also very practical. It deals with extremely important issues and deserves a wide readership."

Professor Adrian Furnham, Professor of Psychology, Norwegian Business School, Norway

“Dr Sue Soan and Prof Jeremy J Monsen have written what is undoubtedly one of the most thought-provoking books on inclusive education of our time. They have captured perfectly the evolution of the education system in England to date demonstrating how good intentions have too often failed to deliver good outcomes... No stone is left unturned by Sue and Jeremy. From teacher education and technology to teacher retention and the curriculum, excellent insights and ideas are provided in abundance. It is a book that is itself built on inclusive principles designed for a broad readership extending beyond educators and into the general public.

This is a book that everybody should read at least once, and probably more than once.”

Professor Adam Boddison, Chief Executive of the Association for Project Management, UK

This book provides a critical overview of the development of the Special Educational Needs and Disabilities (SEND) ‘industry’ within the English state education system. It connects the work of earlier educational thinkers with the challenges faced by school leaders, teachers, parents, carers and policy makers today. 

Moving from separate systems towards a truly integrated and inclusive educational system, the authors explore which areas have been undervalued and why. Instead they encourage debate and the chance to explore new ideas away from the constant cycle of reforms without improvements. 

The book: 

• Proposes how to move beyond inclusion vs. exclusion 

• Provides guiding principles to create true equity within education 

• Analyses past and present issues in the sector across policy and practice

Inclusive Education Theory and Policy is essential reading for anyone interested in building an education system that is for every child. It provides an incisive analysis of how to make SEND truly equitable and is relevant across all career stages.

Sue Soan is Senior Lecturer at Canterbury Christ Church University, UK and the facilitator of the research group Action for Collaborative Transformation (ACT), which is working to improve collaborative practice across the statutory professions. Previously, Sue worked as a teacher and SENCo for over 25 years.

Jeremy Monsen is Executive Principal Educational and Child Psychologist for the London boroughs of Westminster and Kensington and Chelsea. He is also Visiting Professor at the University of Strathclyde, UK, Lecturer (Honorary) to University College Lon

This is the ultimate resource for SENCOs which provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge.

This is an essential manual to help you in your role as a SENCO - especially if you are new to the role - and provides the ultimate resource that explicitly informs you what you must do to meet the national statutory requirements, as well as when and how you should implement and enhance them. 

The manual combines clarity, accessibility and the practical ideas to enable positive outcomes in your role.  Additionally it provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge.

As well as SEND the manual also covers inclusion and diversity as relates to school values and ethos, enabling you to see how your role is instrumental in determining inclusive whole school development.

"This book is an essential manual for all SENCOs; highly readable, up-to-date and informative."Dr Geraldene Codina, Senior Lecturer, Institute of Education, University of Derby, UK

"The SENCo Essential Manual is an invaluable resource for aspiring and newly appointed SENCos."Louise Hamilton, Senior Lecturer, Bath Spa University, UK

"For the busy SENCO…a very welcome ‘one-stop’ guide to support the development of their own and their setting’s practice."Dr Simon Ellis, Senior Lecturer, Faculty of Education, Canterbury Christ Church University, UK

This is the ultimate resource for SENCOs which provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge.

This is an essential manual to help you in your role as a SENCO - especially if you are new to the role - and provides the ultimate resource that explicitly informs you what you must do to meet the national statutory requirements, as well as when and how you should implement and enhance them. 

The manual combines clarity, accessibility and the practical ideas to enable positive outcomes in your role.  Additionally it provides knowledge, understanding and insight into your role as a strategic leader and how this needs to inform your daily practice and professional knowledge.

As well as SEND the manual also covers inclusion and diversity as relates to school values and ethos, enabling you to see how your role is instrumental in determining inclusive whole school development.

"This book is an essential manual for all SENCOs; highly readable, up-to-date and informative."Dr Geraldene Codina, Senior Lecturer, Institute of Education, University of Derby, UK

"The SENCo Essential Manual is an invaluable resource for aspiring and newly appointed SENCos."Louise Hamilton, Senior Lecturer, Bath Spa University, UK

"For the busy SENCO…a very welcome ‘one-stop’ guide to support the development of their own and their setting’s practice."Dr Simon Ellis, Senior Lecturer, Faculty of Education, Canterbury Christ Church University, UK

'This book uses case studies across a range of ages to give practical advice on best practice when working with children and their parents in conjunction with other professionals….[T]he book contains much value to both class teachers and headteachers' - Headteacher Update

'This realistic and wide-ranging book supports the work of a growing number of school-based support staff' - Extended Schools Update

'This book helpfully covers the broad range of issues that home-school workers are likely to negotiate on a day to day basis. They give a realistic account of the challenges of working with parents from a school context, outlining a range of approaches, interventions, case studies and information to help practitioners provide effective support.' - Jo Hook, Transition Information Sessions (TIS) Consultant - Family and Parenting Institute

With the opening of Children's Centres and the implementation of the Every Child Matters agenda, multi-agency working is now a reality. This book will provide advice and guidance on successful strategies to employ when working with parents and interdisciplinary staff.

Using case studies to illustrate best practice across a range of age groups, the book looks at strategies for dealing with the effects of the following issues on children:

odomestic violence

obereavement and loss

olearning difficulties and special educational needs

oneglect and poverty

oanger and social, emotional and behavioural difficulties

oaddictions within the family.

There is advice on working directly with children and examples are cited from children from 0 to 19.

This book is an essential read for all those involved in the education and care of children.

This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies.

This invaluable resource demonstrates how professionals can positively impact on children’s educational progress, outcomes and social participation.

This book:

Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.

This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies.

This invaluable resource demonstrates how professionals can positively impact on children’s educational progress, outcomes and social participation.

This book:

Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.

Teaching a class of learners with many different additional educational needs can be challenging to the extreme. Based on the latest national legislation and the importance of achieving ''inclusive communities'' within schools, this book provides succinct and practical information on working with children with a full range of additional educational needs. This book:

Accessible and user-friendly, this book will be essential reading for all students of education – including teaching assistants, trainee teachers and newly qualified teachers – on a range of learning support courses (Foundation Degree, BA QTS and PGCE).

Teaching a class of learners with many different additional educational needs can be challenging to the extreme. Based on the latest national legislation and the importance of achieving ''inclusive communities'' within schools, this book provides succinct and practical information on working with children with a full range of additional educational needs. This book:

Accessible and user-friendly, this book will be essential reading for all students of education – including teaching assistants, trainee teachers and newly qualified teachers – on a range of learning support courses (Foundation Degree, BA QTS and PGCE).

'This book uses case studies across a range of ages to give practical advice on best practice when working with children and their parents in conjunction with other professionals….[T]he book contains much value to both class teachers and headteachers' - Headteacher Update

'This realistic and wide-ranging book supports the work of a growing number of school-based support staff' - Extended Schools Update

'This book helpfully covers the broad range of issues that home-school workers are likely to negotiate on a day to day basis. They give a realistic account of the challenges of working with parents from a school context, outlining a range of approaches, interventions, case studies and information to help practitioners provide effective support.' - Jo Hook, Transition Information Sessions (TIS) Consultant - Family and Parenting Institute

With the opening of Children's Centres and the implementation of the Every Child Matters agenda, multi-agency working is now a reality. This book will provide advice and guidance on successful strategies to employ when working with parents and interdisciplinary staff.

Using case studies to illustrate best practice across a range of age groups, the book looks at strategies for dealing with the effects of the following issues on children:

odomestic violence

obereavement and loss

olearning difficulties and special educational needs

oneglect and poverty

oanger and social, emotional and behavioural difficulties

oaddictions within the family.

There is advice on working directly with children and examples are cited from children from 0 to 19.

This book is an essential read for all those involved in the education and care of children.

′This book uses case studies across a range of ages to give practical advice on best practice when working with children and their parents in conjunction with other professionals….[T]he book contains much value to both class teachers and headteachers′ - Headteacher Update

′This realistic and wide-ranging book supports the work of a growing number of school-based support staff′ - Extended Schools Update

′This book helpfully covers the broad range of issues that home-school workers are likely to negotiate on a day to day basis. They give a realistic account of the challenges of working with parents from a school context, outlining a range of approaches, interventions, case studies and information to help practitioners provide effective support.′ - Jo Hook, Transition Information Sessions (TIS) Consultant - Family and Parenting Institute

With the opening of Children′s Centres and the implementation of the Every Child Matters agenda, multi-agency working is now a reality. This book will provide advice and guidance on successful strategies to employ when working with parents and interdisciplinary staff.

Using case studies to illustrate best practice across a range of age groups, the book looks at strategies for dealing with the effects of the following issues on children:

odomestic violence

obereavement and loss

olearning difficulties and special educational needs

oneglect and poverty

oanger and social, emotional and behavioural difficulties

oaddictions within the family.

There is advice on working directly with children and examples are cited from children from 0 to 19.

This book is an essential read for all those involved in the education and care of children.