Achievement for All in International Classrooms

Description

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. Title Page Copyright Page Contents List of Figures Foreword Acknowledgements Introduction Part 1 An International Issue: Bringing Special Educational Needs and Disability (SEND) Back into the Classroom Chapter 1 The Achievement for All Framework The Achievement for All programme in practice Achievement for All framework: Four elements The Achievement for All programme in practice 3As principles – Increasing aspiration and access leading to higher achievement Summary Chapter 2 Why the Approach to SEND in Schools across the World Needs to Change Inclusive education Leading inclusion Latvia: Developing education Maximizing impact by developing Achievement, Access and Aspirations: A model for practice Summary Part 2 Beginning with Achievement for All in England and Wales Chapter 3 England and Wales: Differing Contexts SEND: The English context SEND: The Welsh context Achievement for All: England and Wales Education for All Summary Chapter 4 The Achievement for All Programme Element 1: Leadership Element 2: Teaching and learning Element 3: Parent and carer engagement: The structured conversation Wider outcomes and opportunities Achievement for All: Measuring impact Summary Chapter 5 The Impact of Achievement for All in England and Wales England: Overview England: Impact on pupil aspirations Wider outcomes and opportunities Wales: Impact on leadership Wales: Impact on teaching and learning Wales: Impact on parent and carer engagement Wales: Impact on wider outcomes (behaviour, attendance, well-being) England: Overview of findings Wales: Overview of findings Summary Part 3 Why School Leadership Needs to Change Chapter 6 The Lithuanian Context: Developing Leadership for SEND The context of Lithuania The emergent landscape of school leadership roles in Lithuania Shifting paradigms in the professional development of leaders Time for leaders: Taking it forward Summary Chapter 7 Time for Leaders Project Implementation Leadership development within the project – underpinning theoretical perspectives Stage 1: The study of education consultancy services and supply of consultancy services in Lithuania and abroad Impact Longitudinal research The synergy between leadership, consultancy and school models Continued challenges Final thoughts Summary Part 4 Why Improving Teaching and Learning Improves Outcomes Chapter 8 The Teaching and Learning for All Project: Norwegian Context and Case Study 1 – Lindeberg School Setting the scene: The Norwegian education system Special education in Norway Lindeberg School context Implementation Impact Extracurricular Conclusions Chapter 9 Teaching and Learning for All Project: Case Study 2 Høyenhall School and Project Recommendations Høyenhall School context Impact Summary Recommendations Recommendations Part 5 Why School Environments and Parental Engagement Need to Change Chapter 10 The US Context: Engaging the Parents of Pupils Identified with SEND Defining parental support What this means for schools Summary Chapter 11 Improving Outcomes for SEND Through Parental Engagement: The Parent Engagement Partnership Program (PEPP) Introduction The programme in practice The first visit: School leaders, the PEPP coach and the PEPP school champion Leading family engagement in partnership Leading parent engagement Student progress in partnership with families Summary Part 6 Embedding the 3As – Aspiration, Access and Achievement Chapter 12 Evaluating the Impact of the Parent Engagement Partnership Program (PEPP) Context of the pilot in Massachusetts and New York Results Case studies Summary Chapter 13 South Korea: Development of Middle Leaders Summary Part 7 Policy and Practice Chapter 14 Bringing SEND into the Classroom: Implications for Policy Policy recommendation 1: The 3As principles – Aspiration, Access and Achievement Policy Recommendation 2: The Achievement for All framework Summary Chapter 15 Bringing SEND into the Classroom: Implications for Practice SEND practice: Founded on inclusive policies Leading change within the classroom Learning to be an inclusive school Leading change: Monitoring and evaluation Summary References Index