Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Kay, Lynda"'
Autor:
Middleton, Tristan tmiddleton1@glos.ac.uk, Kay, Lynda
Publikováno v:
British Journal of Special Education. Jun2021, Vol. 48 Issue 2, p212-234. 23p.
Autor:
Kay, Lynda
Publikováno v:
Lynda Kay
CYP fall within the range of groups classified as vulnerable. The aligning of vulnerable with notions of incompetence, risk of harm and poor skills and abilities elicits a heightening of tensions surrounding perception of risk to CYP regarding their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6c7047ba6b6599dadc63963dd9e553da
https://doi.org/10.1080/25783858.2020.1732632
https://doi.org/10.1080/25783858.2020.1732632
Autor:
Kay, Lynda, Middleton, Tristan
This research focuses on the impact of the context of Covid-19 on the role of the SENCO in English schools. The SENCO role is a contested field; however, the current Special Educational Needs Code of Practice identifies eleven key areas of SENCO work
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=core_ac_uk__::c9aba352247147d78637b44d59115238
https://eprints.glos.ac.uk/9289/1/9289-Kay-and-Middleton-(2021)-Unchartered-Territory-and-Extraordinary-Times.pdf
https://eprints.glos.ac.uk/9289/1/9289-Kay-and-Middleton-(2021)-Unchartered-Territory-and-Extraordinary-Times.pdf
Autor:
Kay, Lynda, Middleton, Tristan
This chapter will clarify the national picture of school exclusion and identify an approach for SENCOs to support the reduction of exclusion.\ud The current legislative and statutory framework relevant to school exclusion in England will be explained
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=core_ac_uk__::adb66fecab420fa443f6c2d2bcd02b73
https://eprints.glos.ac.uk/8142/5/8142-Kay-Middleton-8142-Inclusion-and-school-exclusion.pdf
https://eprints.glos.ac.uk/8142/5/8142-Kay-Middleton-8142-Inclusion-and-school-exclusion.pdf
Autor:
Middleton, Tristan, Kay, Lynda
Publikováno v:
TEAN Annual Conference
Exclusion is a sanction which may be used by schools within their toolbox of behaviour management strategies. Statutory guidance (DfE, 2017a, p.6) advocates that permanent exclusion is a sanction to be utilised in circumstances in which significant i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::a67ecc8b25fb65855e4703f2a3d2c62f
Autor:
Middleton, Tristan, Kay, Lynda
Clear and accessible, Using an Inclusive Approach to Reduce School Exclusion supports an inclusive approach to teaching and learning to help schools find ways to reduce exclusion and plan alternative approaches to managing the pathways of learners at
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9b467488d8a922b8fc0e7522616db08b
https://doi.org/10.4324/9780429455407
https://doi.org/10.4324/9780429455407
Autor:
Kay, Lynda
Publikováno v:
PRACTICE: Contemporary Issues in Practitioner Education; 2019, Vol. 1 Issue 1, p37-52, 16p
Publikováno v:
Understanding Education Studies: critical issues and new directions
This chapter discusses how a BA Education course team has adopted a humanist ethos and relational pedagogy in an effort to mitigate against the impact of the stresses and disappointments that assessments and feedback can cause. It notes how incidence
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=core_ac_uk__::e4ec07f39ad0b0329e76f39a8f655fc8
https://eprints.glos.ac.uk/11428/1/11428-Middleton-et-al-(2022)-Assessment-for-transformation.pdf
https://eprints.glos.ac.uk/11428/1/11428-Middleton-et-al-(2022)-Assessment-for-transformation.pdf