Trevor Cotterill – författare

In this essential textbook for students, Trevor Cotterill delves into the four broad areas of need identified in the SEND Code of Practice (2015), providing a spotlight on current research into a range of identified difficulties as well as outlining the appropriate pedagogical approaches required to support these needs in children and young people. Closely mirroring the SEND Code of Practice (2015), each distinct area of need associated with cognition and learning, communication and interaction, physical and sensory issues and social, emotional and mental health difficulties features essential overviews of research and current thinking within each area. Supported with case studies, learning objectives and reflection points, this text includes discussions on autistic spectrum disorders, profound and multiple learning difficulties, ADHD, mental health, physical and sensory difficulties and adverse childhood experiences as they relate to the SEND Code of Practice (2015). Fully endorsed by evidence-based research involving children, young people, adults and their families, this text encourages students to understand that SEND is a complex area and provides opportunities to reflect on previous experience, harnessing them with knowledge for future practice. Concise yet rigorous in its explanations and coupled with signposted activities and suggestions for further reading throughout, A Student Guide to the SEND Code of Practice will be invaluable to undergraduate students undertaking a programme of study incorporating special educational needs and disability as a single or joint honours.

In this essential textbook for students, Trevor Cotterill delves into the four broad areas of need identified in the SEND Code of Practice (2015), providing a spotlight on current research into a range of identified difficulties as well as outlining the appropriate pedagogical approaches required to support these needs in children and young people. Closely mirroring the SEND Code of Practice (2015), each distinct area of need associated with cognition and learning, communication and interaction, physical and sensory issues and social, emotional and mental health difficulties features essential overviews of research and current thinking within each area. Supported with case studies, learning objectives and reflection points, this text includes discussions on autistic spectrum disorders, profound and multiple learning difficulties, ADHD, mental health, physical and sensory difficulties and adverse childhood experiences as they relate to the SEND Code of Practice (2015). Fully endorsed by evidence-based research involving children, young people, adults and their families, this text encourages students to understand that SEND is a complex area and provides opportunities to reflect on previous experience, harnessing them with knowledge for future practice. Concise yet rigorous in its explanations and coupled with signposted activities and suggestions for further reading throughout, A Student Guide to the SEND Code of Practice will be invaluable to undergraduate students undertaking a programme of study incorporating special educational needs and disability as a single or joint honours.

This essential resource supports teachers, trainees and assessors who work or intend to work in the Further Education and Skills sector, specifically in relation to students with Learning Difficulties and/or Disabilities (LLDD) including those on vocational courses and bespoke pathways.Incorporating areas such as the curriculum, policies and statutory guidance and the four areas of need identified in the SEND Code of Practice (2015), this book utilises latest research evidence in the assessment, teaching, learning and support with respect to the group of learners, providing strategies of support based on reliable practice. The book will also support staff who work with learners with specific needs such as autism or dyslexia, complex needs or those on a vocational course such as construction, who may have additional needs. Strategies are provided for assessment and planning with learners who may have cognitive, sensory and physical needs, social, emotional and mental health difficulties, or communication and interaction needs.By explicitly linking theories of assessment, planning and delivery of an inclusive curriculum and drawing on case studies, this accessible and highly practical companion will be valuable to all teachers, trainees and assessors working with LLDD learners in the Further Education and Skills sector.

This essential resource supports teachers, trainees and assessors who work or intend to work in the Further Education and Skills sector, specifically in relation to students with Learning Difficulties and/or Disabilities (LLDD) including those on vocational courses and bespoke pathways.Incorporating areas such as the curriculum, policies and statutory guidance and the four areas of need identified in the SEND Code of Practice (2015), this book utilises latest research evidence in the assessment, teaching, learning and support with respect to the group of learners, providing strategies of support based on reliable practice. The book will also support staff who work with learners with specific needs such as autism or dyslexia, complex needs or those on a vocational course such as construction, who may have additional needs. Strategies are provided for assessment and planning with learners who may have cognitive, sensory and physical needs, social, emotional and mental health difficulties, or communication and interaction needs.By explicitly linking theories of assessment, planning and delivery of an inclusive curriculum and drawing on case studies, this accessible and highly practical companion will be valuable to all teachers, trainees and assessors working with LLDD learners in the Further Education and Skills sector.

Providing insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice.Exploring prime areas in which professionals work directly with children with SEND, chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. This interdisciplianry approach, coupled with case studies, points for reflection and clearly signposted activities throughout, gives readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and enables them to relate these to their own practice. Packed with practical tips and examples of best practice, topics discussed include: approaches to inclusion, integration and segregation competing discourses surrounding SEND and their impacts on children, families and professionals safeguarding and the voice of the child multi-agency work and the changing role of the SEND practitioner working in partnership with parents and families research and practice in relation to issues such as Autistic Spectrum Disorder, chromosomal and gestational diversity, ADHD and Profound and Multiple Learning Disabilities and Difficulties.Demystifying changes to policy, exploring legislation, and identifying best practice, this invaluable resource will support students, SEND practitioners and professionals to develop and enhance practice with children with SEND.

Providing insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice.Exploring prime areas in which professionals work directly with children with SEND, chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. This interdisciplianry approach, coupled with case studies, points for reflection and clearly signposted activities throughout, gives readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and enables them to relate these to their own practice. Packed with practical tips and examples of best practice, topics discussed include: approaches to inclusion, integration and segregation competing discourses surrounding SEND and their impacts on children, families and professionals safeguarding and the voice of the child multi-agency work and the changing role of the SEND practitioner working in partnership with parents and families research and practice in relation to issues such as Autistic Spectrum Disorder, chromosomal and gestational diversity, ADHD and Profound and Multiple Learning Disabilities and Difficulties.Demystifying changes to policy, exploring legislation, and identifying best practice, this invaluable resource will support students, SEND practitioners and professionals to develop and enhance practice with children with SEND.

Offering more than just advice for classroom practice, this core textbook focuses on the issues and debates surrounding SEND to encourage readers to think critically and reflect upon topical issues and their relation to practice. The author bridges the gap between issues and debates in the wider context, and specific areas of debates and discourse surrounding specific learning difficulties, drawing on a continuation of themes and evidence-based research. Each chapter includes a range of learning features to encourage criticality and deepen understanding. These are: Exercises and activities Pause for reflection boxes Case studies Recommended reading

Taking an interdisciplinary and globally comparative approach, and drawing on a range of perspectives, this book will equip both students and professionals with a critical overview of contemporary research, alongside policy and legislation, to empower and inform them in a range of debates surrounding SEND and specific syndromes and difficulties.

Offering more than just advice for classroom practice, this core textbook focuses on the issues and debates surrounding SEND to encourage readers to think critically and reflect upon topical issues and their relation to practice. The author bridges the gap between issues and debates in the wider context, and specific areas of debates and discourse surrounding specific learning difficulties, drawing on a continuation of themes and evidence-based research. Each chapter includes a range of learning features to encourage criticality and deepen understanding. These are: Exercises and activities Pause for reflection boxes Case studies Recommended reading

Taking an interdisciplinary and globally comparative approach, and drawing on a range of perspectives, this book will equip both students and professionals with a critical overview of contemporary research, alongside policy and legislation, to empower and inform them in a range of debates surrounding SEND and specific syndromes and difficulties.

Your critical, evidence-informed and scholarly examination of some of the key issues and debates surrounding Autism.

As a student you need to have a strong grounding in Autism, but also engage in the key debates that are happening now. This book will not only not only provide you with a robust foundation but will offer you strategies to use your critical thinking by outlining and engaging with crucial discussions.  Each chapter focuses upon an area related to Autism, including ethical and social arguments, transitions, international perspectives and strategies when working with autistic children, people and adults.

Key features include:

·         Case studies of individual and collective experiences of individuals who are living with Autism and those associated with them

·         Exercises that encourage you to engage with key debates and research

·         Pauses for reflection to help you assess your own understanding

·         Key research that will provide you with a better critical knowledge

Trevor Cotterill is Programme Leader of the BA (Hons) SEND at the University of Derby.