Table Of Content

IN DEA £O VOLUME 20 (2005) Volume 20 Number 1 - February 2005 Volume 20 Number 3 - August 2004 Editorial Editorial Articles Articles NASEN/TES Academic Book Award 2004 review Hilary McColl Foreign language learning and inclusion: Jane Bonshek Who? Why? What? — and How? The identification of able socially deprived pupils: Anne Stevens and David Marsh LEA advice to primary schools Foreign language teaching within special needs education: learning from Europe-wide experience Georgina Glenny The ethics of intervention Sue Pearson and Gary Chambers A successful recipe? Aspects of the initial training of Sue Pearson secondary teachers of foreign languages ‘SEN — a politically correct phrase to replace terms such as disabled?’ A study of the views of students Vivienne Wire entering a secondary PGCE course Autistic Spectrum Disorders and learning foreign languages Mark Taylor Lynne Meiring and Nigel Norman The development of the special educational needs How can !CT contribute to the learning of foreign coordinator role in a higher education setting languages by pupils with SEN? Alison Galbraith and Joy Alexander Manuela Macedonia Literacy, self-esteem and locus of control Games and foreign language teaching Lindsay O’Dell and Jess Prior Paul Stephenson and Glynis Rumley Evaluating a schools’ service for children with facial Inclusive work at a European level: a case study disfigurement: the views of teaching and support staff Marina Orsini-Jones, Kathy Courtney and Anne Dickinson Notes on contributors Supporting foreign language learning for a blind student: a case study from Coventry University REVIEWS Notes on contributors Volume 20 Number 2 - May 2005 Volume 20 Number 4 - November 2005 Editorial Editorial Articles Articles Lyn Layton Lyn Tett Special educational needs coordinators and leadership: Inter-agency partnerships and Integrated Community a role too far? Schools: a Scottish perspective Elizabeth Cowne Patricia Illsley and Morag Redford What do special educational needs coordinators think they do? ‘Drop in for Coffee’: working with parents in North Perth New Community Schools Liz Gerschel The special educational needs coordinator’s role in managing Georgina Glenny teaching assistants: the Greenwich experience Riding the dragon: developing inter-agency systems for supporting inclusion Carol Frankl Managing Individual Education Plans: reducing the load of Pat Petrie the special educational needs coordinator Schools and support staff: applying the European pedagogic model Alison Partridge Simon Ellis and Janet Tod Children and young people’s inclusion in public decision-making Including SENCOs in behaviour improvement: an exploration of the Behaviour and Attendance Jane Harrison and Jane Bullock strands of the National Strategies Inter-agency approaches to the development of a school-based student health service 190 Lynne Cook School without walls: reconnecting the disconnected at 14+ Laura-Ann Currie and Victoria Prudnikova (translated by Natalya Yarkova) Establishing an inclusive educational system in Samara: Changing Horizons: No. 10 a partnership between West Lothian, Barnado’s and Samara Lani Florian ‘Inclusion’, ‘special needs’ and the search for new understandings Notes on contributors Notes on contributors REVIEWS REVIEWS Index Support for Learning - Volume 20 - Number 4 - 2005 IN DEA £O VOLUME 20 (2005) Volume 20 Number 1 - February 2005 Volume 20 Number 3 - August 2004 Editorial Editorial Articles Articles NASEN/TES Academic Book Award 2004 review Hilary McColl Foreign language learning and inclusion: Jane Bonshek Who? Why? What? — and How? The identification of able socially deprived pupils: Anne Stevens and David Marsh LEA advice to primary schools Foreign language teaching within special needs education: learning from Europe-wide experience Georgina Glenny The ethics of intervention Sue Pearson and Gary Chambers A successful recipe? Aspects of the initial training of Sue Pearson secondary teachers of foreign languages ‘SEN — a politically correct phrase to replace terms such as disabled?’ A study of the views of students Vivienne Wire entering a secondary PGCE course Autistic Spectrum Disorders and learning foreign languages Mark Taylor Lynne Meiring and Nigel Norman The development of the special educational needs How can !CT contribute to the learning of foreign coordinator role in a higher education setting languages by pupils with SEN? Alison Galbraith and Joy Alexander Manuela Macedonia Literacy, self-esteem and locus of control Games and foreign language teaching Lindsay O’Dell and Jess Prior Paul Stephenson and Glynis Rumley Evaluating a schools’ service for children with facial Inclusive work at a European level: a case study disfigurement: the views of teaching and support staff Marina Orsini-Jones, Kathy Courtney and Anne Dickinson Notes on contributors Supporting foreign language learning for a blind student: a case study from Coventry University REVIEWS Notes on contributors Volume 20 Number 2 - May 2005 Volume 20 Number 4 - November 2005 Editorial Editorial Articles Articles Lyn Layton Lyn Tett Special educational needs coordinators and leadership: Inter-agency partnerships and Integrated Community a role too far? Schools: a Scottish perspective Elizabeth Cowne Patricia Illsley and Morag Redford What do special educational needs coordinators think they do? ‘Drop in for Coffee’: working with parents in North Perth New Community Schools Liz Gerschel The special educational needs coordinator’s role in managing Georgina Glenny teaching assistants: the Greenwich experience Riding the dragon: developing inter-agency systems for supporting inclusion Carol Frankl Managing Individual Education Plans: reducing the load of Pat Petrie the special educational needs coordinator Schools and support staff: applying the European pedagogic model Alison Partridge Simon Ellis and Janet Tod Children and young people’s inclusion in public decision-making Including SENCOs in behaviour improvement: an exploration of the Behaviour and Attendance Jane Harrison and Jane Bullock strands of the National Strategies Inter-agency approaches to the development of a school-based student health service 190 Lynne Cook School without walls: reconnecting the disconnected at 14+ Laura-Ann Currie and Victoria Prudnikova (translated by Natalya Yarkova) Establishing an inclusive educational system in Samara: Changing Horizons: No. 10 a partnership between West Lothian, Barnado’s and Samara Lani Florian ‘Inclusion’, ‘special needs’ and the search for new understandings Notes on contributors Notes on contributors REVIEWS REVIEWS Index Support for Learning - Volume 20 - Number 4 - 2005