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LLLC2274
Module Reading List

Work-based Learning in Settings for Learners with SEND, 2021/22, Semester 2
Anita Collins
a.f.collins@leeds.ac.uk
Tutor information is taken from the Module Catalogue

Reading List

Core Reading:

Cheminais, R. 2015. Special educational needs for qualified and trainee teachers : a practical guide to the new changes. [Online] 3rd ed. Abingdon: Routledge. [Accessed 13 September 2019] Available from: https://leeds.primo.exlibrisgroup.com/permalink/44LEE_INST/5rdkl9/alma991011448029705181   

Mitchell, D. 2014. What really works in special and inclusive education : using evidence-based teaching strategies. [Online] 2nd ed. London: Routledge.[Accessed 16 January 2020] Available from:   https://leeds.primo.exlibrisgroup.com/permalink/44LEE_INST/5rdkl9/alma991013003209705181   

Norwich, B. & Lewis, A. 2004. How specialised is teaching pupils with disabilities and difficulties? In Lewis, A. & B. Norwich eds. Special teaching for special children? Pedagogies for inclusion. [Online] Maidenhead: OUP. [Accessed 16 January 2020] Available from: https://leeds.primo.exlibrisgroup.com/permalink/44LEE_INST/5rdkl9/alma991013167689705181      

 

Recommended:

Bassot, B. 2016. The reflective journal.  [Online] 2nd ed. Basingstoke: Palgrave [Accessed 10th January 2021] Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991019569149805181&context=L&vid=44LEE_INST:VU1&lang=en&search_scope=My_Inst_CI_not_ebsco&adaptor=Local%20Search%20Engine&tab=AlmostEverything&query=any,contains,991008375639705181&sortby=date_d&facet=frbrgroupid,include,9081693857200704531&offset=0

Bowles, D., Radford, J., & Bakopoulou, I. 2018. Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies. British Journal of Educational Psychology 88 (3) pp. 499-512.

Dept. of Education & Dept. of Health. 2015. Special Educational Needs and Disability Code of Practice 0-25 years. [Online]. [Accessed 12th Jan 2021]. Available from:https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 

Frederickson, N. and Cline, T. 2015. (3rd ed.). Special educational needs, inclusion and diversity [Online] Maidenhead: OUP  [ Accessed 10th Jan 2021] Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991010770639705181&vid=44LEE_INST:VU1

Garner, P. 2009. Special educational needs : the key concepts. [Online] London: Routledge [Accessed 10th Jan 2021] Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991013485809705181&vid=44LEE_INST:VU1

Golding, K., Fain, J., Frost, A., Mills, C., Worrall, H., Roberts, N., Durrant, E., Templeton, S., 2012. Observing children with attachment difficulties in school : a tool for identifying and supporting emotional and social difficulties in children aged 5-11. [Online] London: Jessica Kingsley.  [Accessed 10th Jan 2021] Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008844259705181&vid=44LEE_INST:VU1

Jassi, A. 2013. Can I tell you about OCD? : a guide for friends, family, and professionals [Online] London: Jessica Kingsley. (part of a series about specific conditions, presented from the child’s perspective – other titles deal with dyslexia, stammering, ADHD, Asperger syndrome, selective mutism).  [Accessed 10th Jan 2021] Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008844319705181&vid=44LEE_INST:VU1

Lehane, T. 2016. 'Cooling the mark out': Experienced teaching assistants' perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational review. . 68 (1) pp4-23.

McAllister, K. & Hadjri, K. 2013. Inclusion and the Special Educational Needs resource base in mainstream schools: physical factors to maximise effectivenessBritish Journal of Learning Support. 28 (2), pp57-65. 

Pearson, S., Mitchell, R., Rapti, M. 2015. ‘I will be “fighting” even more for pupils with SEN’; SENCO’s role predictions in the changing English policy context. Journal of Research in Special Educational Needs. 14 (1) pp48-56  

Professional Standards for Teaching Assistants 2016. [online] [accessed 25 Jan 2019] http://maximisingtas.co.uk/ta-standards.php

Radford, J., Bosanquet, P., Webster, R., Blatchford, P.  2015. Scaffolding learning for independence.: clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction. 36 (April) pp1-10.

Tutt, R. 2011.  Partnership working to support special educational needs and disabilities [electronic resource] [Online] [Accessed 16 January 2020] London: Sage  Available from: https://leeds.primo.exlibrisgroup.com/permalink/44LEE_INST/5rdkl9/alma991007463259705181

Van Themaat, J. 2019. Thinking together changes the educational experiences, provision and outcomes for SEND pupils – professional learning communities enhancing practice, pedagogy and innovation. Support for Learning34(3), 290–311.

 

Additional:

Booth, T., Ainscow, M. 2016. The index for inclusion: developing learning & participation in schools. 4th ed. Bristol: CSIE

Boud, D. 2013. Reflection: Turning experience into learning. London: Routledge Falmer

Briggs, S. 2015.  Meeting Special Educational Needs in Primary Classrooms: Inclusion and how to do it   2nd ed. London: Routledge Falmer

Dittrich, W.H.& Tutt, R. 2008. Educating children with complex conditions : supporting overlapping and co-existing developmental disorders London: Sage

Edwards, S. 2016. The SENCO survival guide : the nuts and bolts of everything you need to know .  Abingdon: Routledge

Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. 2015. Teaching and supporting children with special educational needs and disabilities. 2nd ed. London: Sage

Hodkinson, A. 2016  Key Issues in Special Educational Needs, Disability and Inclusion 2nd edition  Los Angeles: SAGE

Hornby, G. 2015. Inclusive education: development of a new theory for the education of children with special educational needs and disabilities. British journal of special education. 42 (3) pp234-256

Imry, P. & Hinchcliffe, V. 2014. Curricula for teaching children and young people with severe or profound and multiple learning difficulties : practical strategies for educational professionals ,  Abingdon: Routledge

Jones, P. 2014. Bringing insider perspectives into inclusive teacher learning: potentials and challenges for educational professionals. London: Routledge.

Louchlan, F. & Grieg, S. 2015. Education inclusion in England.: origins, perspectives and current directions. Support for learning. 30 (1), pp2-84.

Martin-Denham, S. ed. 2015.  Teaching children and young people with special educational needs and disabilities London: Sage

Nind, M., Rix, J., Sheehy, K.& K. Simmons. 2010. Equality, participation and inclusion. 2010. [Online] London: David Fulton [Accessed 12th Jan 2021] Available from: http://lib.leeds.ac.uk/search/t?Equality%2C+participation+and+inclusion&searchscope=4

Parry, J. 2015. Exploring the social connections in pre-school settings between children labelled with special educational needs and their peers. International Journal of Early Years Education. 23 (4) pp352-364.

Peer, L. & Reid, G. 2016. Special educational needs : a guide for inclusive practice. London: Sage

Power, E. 2010. Guerrilla mum : surviving the special educational needs jungle. [Online] London: Jessica Kingsley. [Accessed 12th Jan 2021] Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008844369705181&vid=44LEE_INST:VU1

Pre-school Learning Alliance. 2013. The role of the early years special educational needs co-ordinator (SENCO). 2nd ed. London: Pre-school Learning Alliance.

Ramshaw, E. 2017.  The post-16 SENCO handbook : an essential guide to policy and practice Abingdon: Routledge

Tomlinson, S. 2017. A sociology of special and inclusive education : exploring the manufacture of inability . [Online] [Accessed 12th Jan 2021] Abingdon: Routledge.  Available from: https://leeds.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991019693650405181&context=L&vid=44LEE_INST:VU1&lang=en&search_scope=My_Inst_CI_not_ebsco&adaptor=Local%20Search%20Engine&tab=AlmostEverything&query=any,contains,991012358969705181&sortby=date_d&facet=frbrgroupid,include,9020879909196803560&offset=0

Tutt, R. & Williams, P. 2015.  The SEND code of practice 0-25 years : policy, provision and practice London: Sage

Tutt, R. 2016. Rona Tutt's guide to SEND & inclusion London: Sage

Walton, A. & Goddard, G. 2009.  Supporting every child : a course book for foundation degrees in teaching and supporting learning Exeter: Learning Matters

Wearmouth, J. 2012  Special Educational Needs - the basics London: Routledge 

Whittaker, P. & Hayes, R. 2018. Essential tips for the inclusive secondary classroom : a road map to quality-first teaching Abingdon: Routledge

 

 

 

 

This list was last updated on 10/01/2021