Support for pupils

In organising support for pupils at these three levels, schools and the Inclusion Team in particular will need to have ... 

Internal seclusion (we now have inclusion, exclusion and seclusion), which is a timeout provision, not an LSU, but a short, time-limited removal from class into a well-ordered environment within the school. Internal seclusion should be seen as part of a continuum of support for pupils with behaviour difficulties and should be used within clear and consistent criteria. Monitoring of pupils and staff who use this facility will give an indication not only of pupil difficulties, but also subject and individual teacher issues. This data can then be passed on to department/subjea co-ordinators. 

LEA support services - such as learning support, behavioural support, support for pupils with physical/sensory difficulties, support for pupils from ethnic minority backgrounds... 

Targeted support for pupils who are underachieving at school for a variety of reasons, that is, attendance, behaviour and learning. 

Part of a continuum of support for pupils from primary to post-16. 

Some teachers come into physical contact with their pupils as part of their teaching duties. There will inevitably need to be physical contact cluing the process of teachirtg a pupil a PE exercise or a sporting technique in a number of PE exercises pupils will need to be physically supported for safety reasons. 

Retrieved July 10, 2004, from www.hmie.gov.uk/documents/pubUcation/cui-03.html Her Majesty s Inspectorate in Education. (2004). How good is our school Quality management in education. Inclusion cmd equality. Part 2 Evaluating education for pupils with additional support needs in mainstream schools. Retrieved March 10, 2006, from http //www.hmie.gov.uk/documents/ publication/hgiosasnms.pdf... 

Working out well Effective provision for excluded pupils. Slough NFER Kinder, K., Harland, J. (2004). The arts and social inclusion What s the evidence Support for Learning, 19(2), 52-56... 

The best way to end distracted driving is to educate school bus drivers about the danger it poses. The facts and statistics are powerfully persuasive. If school administrators and drivers do not already think distracted driving is a safety problon, please encourage staff to take a moment to learn more. The Distraction.gov website shares facts, media support, and curriculum support for agencies interested in reducing distracted driving in the pupil transportation system. 

Opportunities for pupils to voice and share their views, with this being most effective in small groups with a structure which supports critical discussion ... 

Inclusion has historically focused on the issue of special educational needs (SEN) within schools and local authorities (LAs). Services and support have been provided via a special needs co-ordinator (SENCO) within schools for pupils with a range of specific, identifiable needs... 

Produce a booklet outlining the range of services for parents and schools on support, access to provision and so on for pupils with SEED. 

The key objectives of the BIP are around the provision of full-time provision for excluded pupils, an audited and struaured approach to managing behaviour in schools, reduction of tmancy and the appointment of additional staff, particularly those from multidisciplinary backgrounds, to work in innovative ways to support vulnerable pupils and their families. 

Internally, the school may wish to identify a key worker who is responsible for pulling together all support for a particular child. This is up to the school and not the role of the lead professional, which is a statutory, multi-agency funaion. A key worker can be identified by the Inclusion Panel as the most appropriate person within the school to ensure effective delivery of services for that pupil. The role is accountable to the inclusion manager and inclusion panel. 

The Inclusion Team plays a key role in preparing both pupils and staff to receive pupils with a number of needs. Many schools use the learning support unit and learning mentor support as a half way house to preparing the pupils to enter school. Time invested in this planning is a key to success in the future. The use of LEA support services for pupils with particularly complex needs can be helpful. Resources and training may be available to prepare peers to help understand the complex problems of a new member of their community. ... 

There is no body of evidence to suggest that segregated special education has significantiy greater benefits for pupils compared to ordinary school placements with support. 

Combes, A. (1995) Taking pupils with special needs out of mainstream a change in thinking . Support for Learning, 10,4,161-3. 

The next significant publication on air was by Daniel Rutherford in 1772 in his doctor s thesis. Rutherford was a pupil of Dr. Black and the subject was suggested by Black. Dr. Black had shown that fixed air could be separated from the air which no longer supported combustion and respiration, but other constituents of the air which no longer supported combustion were uninvestigated, and this was the problem he suggested for Rutherford. 

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