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SEN review: books and websites
Learning StylesBooks to buy Dunn, R and Griggs, SA (2003) Synthesis of the Dunn and Dunn Learning-Style Model Research: Who, What, When, Where, and so What? NY: St John’s University’s Center for the Study of Learning and Teaching Styles. Ginnis, P (2002) The Teacher’s Toolkit: Raise Classroom Achievement with Strategies for Every Learner. Camarthen: Crown Publishing. Reid,[link widoczny dla zalogowanych], G (2005) Learning Styles and Inclusion. PCP: London. Riding, RJ, and Rayner, SG (1998) Cognitive styles and Learning Strategies. London: David Fulton. Books to borrow Dunn, R and Dunn, K (1999) The Complete Guide to the Learning Strategies Inservice System. Boston: Allyn & Bacon. Jonnassen, DH, and Grabowski, BL (1993) Handbook of Individual Differences, Learning and Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates. Riding, RJ, and Rayner, S (eds) (2000) International Perspectives on Individual Differences. New Developments in Learning/Cognitive Style. Stamford, Connecticut: Ablex Press. Sternberg, RJ, and Zhang, L (2001) Perspectives on Thinking, Learning and Cognitive Styles. Mahweh, NJ: Lawrence Erlbaum Associates. Mortimore, T (2003) Dyslexia and Learning Style: A Practitioner’s Handbook. London: Whurr Pubs. Websites to visitwww.elsinnet.org.uk/www.learningstyles.nethttp://tip.psychology.org/styles.htmlhttp://tip.psychology.org/theories.htmlwww.21learn.org/Inclusive education Learning about the Index in Use. A Study of the Use of the Index for Inclusion in Schools and LEAs in England Sharon Rustemier and Tony Booth, £16 Centre for Studies in Inclusive Education (CSIE) This report examines the many different ways the CSIE Index for Inclusion has been used by primary and secondary schools and by LEAs in England. Using examples and case studies, the report illustrates the positive impact the Index can have on the inclusive development of school cultures, policies and practices. The report can be ordered directly from the CSIE at: inclusion.uwe.ac.uk/csie I Can’t Walk But I Can Crawl: Living with Cerebral Palsy Joan Ross, price £17.99 ISBN 1-4129-1872-3 Paul Chapman Publishers Joan Ross, an adult with cerebral palsy, who has now retired, has written a lucid, unsentimental and moving account of her life. Anyone reading it will be struck by the ordinariness of Joan’s life, but also by her warm and exceptional personality. For education professionals the account of Joan’s early education is a ‘must read’ as the following extract makes clear. Mum had found a local infant school with buildings all on one level. The head teacher had agreed to accept me on condition that Mum would provide welfare and personal care throughout the day. I was put in a class taught by one of the older teachers. Mum was promised that they would teach me to read. Dad made a tray to tie on my chair to use as a desk. My large pushchair was called ‘The Spitfire’ after the British fighter plane used in the Second World War. The remarkable thing is that this was in 1945! Another extract illustrates Joan’s resilience and strength of personality, as well as the remarkable determination of her mum and a great head teacher. All went well [at the local infant school] for six weeks. Then, I announced that I had left school. I would not say why. Eventually, my mum had found out what was wrong. ‘They call me a ‘baby’ because I am in a pushchair,’ I said. Mum went to speak to the headteacher. She told my mum that if she could persuade me to come back to school,[link widoczny dla zalogowanych], she would sort it out. I don’t know how Mum managed to persuade me to return to school. The day I returned, the headmistress explained in assembly that there was one little girl who was in a pushchair because her legs did not work properly and she was unable to walk. She said that I was very clever and certainly not a baby. After this I loved school, especially the stories. The rest of the book, which is so engaging that it can be read in a couple of hours,[link widoczny dla zalogowanych], offers a vivid account of exclusive and inclusive experiences that span a fulfilling and happy life. As well as being of interest to educators, Joan Ross’s autobiography would be worth including as a text for pupils following the citizenship curriculum in secondary schools. Dyslexia and dyspraxia That’s the Way I Think: Dyslexia and Dyspraxia Explained David Grant, price £10 ISBN 1-84312-375-4 David Fulton Publishers There are hundreds of book about dyslexia and dyspraxia, but many focus on the effects on literacy and study in general. In many ways, this misses the point – that these ‘conditions’ affect your whole life and personality. David Grant writes about how young people with dyslexia and dyspraxia really feel, how they develop coping strategies and how teachers, tutors, family and friends can help. Teachers’ PocketbooksStop Bullying PocketbookMichele Elliott, price £6.99ISBN 1903776 70 8Teaching Assistant’s PocketbookDot Constable, price £6.99ISBN 1903776 67 8Both books are published by Teachers’ Pocketbookswww.teacherspocketbooks.co.ukThese two titles in the well known Pocketbook series are excellent examples of the genre. The Stop Bullying Pocketbook by Michelle Elliott is teeming with good ideas for teachers and teaching assistants to use, and lends itself to use with parent groups too. It is clearly based on the author’s extensive experience in this area and presents a humane perspective that schools should find rewarding to engage with. The book also lends itself to use by older pupils, particularly if they are involved in developing an anti-bullying policy.Dot Constable’s Teaching Assistant’s Pocketbook is equally well informed and up to date. It includes a good overview of the role of the teaching assistant (TA) and explores in greater detail, in relation to assisting teachers, pupils and the school as a whole. A final section on the profession looks at important issues like career progression, the implementation of the national workload agreement and its local derivatives (frameworks). The book as a whole provides new TAs with an excellent induction experience, and could easily be incorporated into a school’s more context-specific programme.
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.

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