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Zusatztext Achievement for All has had a measurable impact on the education and the lives of more than three million children since the charity was founded in 2011. This book explains how AfA has benefited children and young people in seven nations. It explains how the core principles of Aspiration! Access and Achievement and the elements of leadership! teaching and learning! parent and carer engagement! and wider opportunities lead to successful education for all! particularly those children and young people with SEND and others that are vulnerable to underachievement. It will be essential reading for all school leaders. Informationen zum Autor Sonia Blandford is currently Founder and CEO of Achievement for All, which provides programmes to improve outcomes for SEND children and young people. She is Professor of Education and Social Enterprise at the IOE, UCL’s Faculty of Education and Society, University College London, UK. Sonia led the creation and development of a range of programmes including Teach First, is a founding trustee of the College of Teaching, and Department for Education lead for the European Agency for Inclusion Raising Attainment project.Examines Achievement for All’s research projects in Lithuania, Norway, the USA, England and Wales, considering the changes to truly bring SEND into the classroom and improve achievement for all. Zusammenfassung The organisation Achievement for All engaged in international projects in England, Latvia, Lithuania, Norway, South Korea, the United States of America and Wales with the aim of raising the aspirations, access and achievements of vulnerable and disadvantaged children and young people. These projects were united in bringing Special Educational Needs and Disability (SEND) back into the classroom by focusing on the relationship between parents, leaders, teachers and wider professionals. Achievement for All in International Classrooms examines these projects, looking at the context of each and the research findings, before considering how this could enhance knowledge and understanding in other international settings. Sonia Blandford examines the policy implications needed to bring SEND into the classroom, understanding of the scale of the issue, moral purpose, belief, commitment, collaboration and determination, through evaluation, research and practice. She also considers what it takes to change practice, bringing Achievement for All and SEND into the classroom, looking in particular at the implications for: - Leadership - Teaching and learning - Parent and carer engagement - Wider outcomes and opportunities - Professional development for all staff Drawing on her wealth of experience and expertise, Blandford then makes recommendations on what it would take to introduce Achievement for All in policy to bring SEND into the classroom, with particular reference to changes at national, regional and school level, as well as parental and carer engagement and a desire to improve outcomes for all children and young people. Inhaltsverzeichnis Foreword, Brian Lamb OBE Introduction Part I: An International Issue: Bringing Special Educational Needs and Disability (SEND) Back into the Classroom 1. The Achievement for All Framework2. Why the Approach to SEND in Schools Across the World Needs to Change Part II: Beginning with Achievement for All in England and Wales 3. England and Wales: Differing Contexts4. The Achievement for All Programme5. The Impact of Achievement for All in England and Wales Part III: Why School Leadership Needs to Change 6. The Lithuanian Context: Developing Leadership for SEND7. Time for Leaders Project Part VI: Why Engaging with Parents Improves Outcomes 8. The Teaching and Learning for All Project: Norwegian Context and Case Study 1 - Lindeberg School9. Teaching and Learning for All Project: Case Study 2 Hoyenhall School and Project...
