Pupil Friendly Individual Education Plans and Target Sheets: And other Pupil Friendly Resources

Books

Gillian Shotton

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  • Chapters
  • Front Matter
  • Back Matter
  • About the Author

    Gillian Shotton works as a senior specialist educational psychologist in Northumberland. She lives in Alnwick with her husband Keith and daughter Rosie. Gillian has written a number of books and journal articles including; ‘Emotional Wellbeing, an introductory handbook’, ‘The Feelings Diary’, ‘Promoting Emotional Literacy in your school’ and ‘Therapeutic Stories’. Her main aim in writing is to equip teachers and support staff to help children enjoy and achieve more in school. She is particularly interested in supporting children's emotional wellbeing as well as finding innovative ways to help them think and learn more effectively.

    About the Illustrator

    Naomi Robinson is a London based Illustrator/Designer who specializes in children's characters, youth culture and greeting card designs. Working mainly in publishing and marketing Naomi has a bold, colourful and adaptable style. Email //nyhagraphics@hotmail.com.

    Copyright

    View Copyright Page

    CD Contents and How to Use the CD Rom

    To Use the CD Rom for PC (Windows)
    • Put the CD Rom into your CD Drive.
    • Open ‘My Computer’.
    • Find the CD Rom (usually drive D:) which will be titled – ‘Template Pages’.
    • Select the file you wish to work from.
    • Open this file then ‘Save As’ to your C: drive under whatever file name you wish to use (you cannot save any changes to these files to the CD Rom).
    • Fill in the form as directed in this book. The tables will expand as your typing fills the boxes. This may push the document template onto more pages, depending on the amount of text.
    • To print, save first then go to ‘File’ then ‘Print’.
    To Use the CD Rom for Macintosh (OS9 and OSX)
    • Put the CD Rom into your CD Drive.
    • Double click on the icon titled – ‘Template Pages’ on your desktop.
    • Select the file you wish to work from.
    • Open this file then ‘Save As’ to your Hard Disk under whatever file name you wish to use (you cannot save any changes to these files to the CD Rom).
    • Fill in the form as directed in this guide. The table will expand as your typing fills the boxes. This may push the document template onto more pages, depending on the amount of text.
    • To print, save first then go to ‘File’ then ‘Print’.

    Acknowledgements

    To Keith and Rosie for always being there for me. Caroline Dickinson (Head Teacher) for all your helpful advice and wisdom. Also thanks to Sarah Freckingham (Educational Psychologist) and John Kirton (Senior Educational Psychologist) for all your useful comments and suggestions.

  • References

    Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working inside the black box: Assessment for learning in the classroom, London: NFER Nelson.
    Black, P. and Wiliam, D. (1998) ‘Assessment and classroom learning’, Assessment in Education, 5(1): 7–71. http://dx.doi.org/10.1080/0969595980050102
    Black, P. and William, D. (1998) Inside the Black Box: Raising Standards Through Classroom Assessment, London: King's College School of Education.
    Black, S.A., Jackson, E. (2007) ‘Using bullying incident density to evaluate the Olweus Bullying Prevention Programme’, School Psychology International, 28(5): 623–638. http://dx.doi.org/10.1177/0143034307085662
    Borba, M. and Borba, C. (1978) Self-Esteem: A Classroom Affair, Minneapolis, MN: Winston Press.
    Brennan, S. (1988) A Pupil Perspective on Records of Achievement, Research and Consultancy Report no15, Northern Ireland Council for Educational Research.
    Cefai, C. (2007) ‘Resilience for all: A study of classrooms as protective contexts’, Emotional & Behavioural Difficulties, Special Issue: Educational resilience, 12(2): 119–134. http://dx.doi.org/10.1080/13632750701315516
    Department for Education (2001) Special Educational Needs Code of Practice, London: Central Office of Information.
    DCFS (2006) Government Response to the Education and Skills Committee Report on Special Educational Needs, Norwich: HMSO.
    DCSF (2007) The Children's Plan, Building Brighter Futures, London: Central Office of Information.
    DCSF, Pastoral Support Programmes, see the following web page: http://www.dfes.gov.uk/schoolattendance/publications/index.cfm
    DFES (2004) Every Child Matters: Change for Children in Schools, Nottingham: DFES publications (ref: DFES 1089/2004).
    DOH (1991) The Children Act (1989) Guidance and Regulations, Vol. 6, 6.6.
    Downer, A. (2007) ‘The National Literacy Strategy Sight Recognition programme Implemented by Teaching Assistants: A precision teaching approach’, Educational Psychology in Practice, 23(2): 129–143. http://dx.doi.org/10.1080/02667360701320820
    Fontana, D. and Fernandez, M. (1994) ‘Improvement in mathematics performance as a consequence of self assessment in Portugese primary school pupils’, British Journal of Educational Psychology, 64(3): 407–417. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01112.x
    Fuchs, L.S., Fuch, D., Karns, K., Hamlett, D., Katzaroff, M. and Dutka, S. (1997) ‘Effects of task focused goals on low achieving students with and without learning disabilities’, American Educational Research Journal, 34(3): 513–543.
    Fuchs, L.S., Bahr, C.M. and Rieth, H.J. (1989) ‘Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities’, Journal of Learning Disabilities, 22(9): 554–560. http://dx.doi.org/10.1177/002221948902200907
    Gersch, I.S., Holgate, A. and Sigston, A. (1993) ‘Valuing the child's perspective – A revised student report and other practical initiatives’, Educational Psychology in Practice, 9: 36–45. http://dx.doi.org/10.1080/0266736930090106
    House of Commons, Education and Skills Select Committee (2006) Special Educational Needs, London: The Stationery Office.
    House of Commons Education and Skills Committee (2006) The Government's response to the Education and Skills Select Committee, (2006) Special Educational Needs, London: The Stationery Office.
    Hitlin, S. (2007) ‘Doing Good, Feeling Good: Values and The Self's Moral Centre’, The Journal of Positive Psychology, 2(4): 249–259. http://dx.doi.org/10.1080/17439760701552352
    Implementation Review Unit (2007) IRU statement on SEN and disability – meeting need, minimizing bureaucracy, Annestey, Nottingham: DfES Publications.
    Lee, D. and Gavine, D. (2003) ‘Goal setting and self assessment in year 7 students’, Educational Research, 45(1): 49–59. http://dx.doi.org/10.1080/0013188032000086118
    McCombs, B. and Pope, J. (1994) Motivating hard to reach students, Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10151-000
    National Bureau, Working with the Children Act (1989), An Introduction for Practitioners in Education, Health and Social Work, London: NCB.
    OFSTED Report (1999) The SEN Code of Practice: Three Years On. The contribution of Individual Education Plans to the raising of standards for pupils with special educational needs, London: Central Office of Information.
    Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K. and Fredrickson, B. (2006) ‘Happy people become happier through kindness: A counting kindnesses intervention’, Journal of Happiness Studies, 7(3): 361–375. http://dx.doi.org/10.1007/s10902-005-3650-z
    Piferi, R.L. and Lawler, K.A. (2006) ‘Social support and ambulatory blood pressure: An examination of both receiving and giving’, International Journal of Psychophysiology, 62(2): 328–336. http://dx.doi.org/10.1016/j.ijpsycho.2006.06.002
    Ryan Hyde, C. (1999) Pay it Forward, New York: Simon and Schuster.
    Sadler, R. (1989) ‘Formative assessment and the design of instructional systems’, Instructional Science, 18: 118–114. http://dx.doi.org/10.1007/BF00117714
    SEN Toolkit (2001) Section 5, Managing Individual Education Plans, Nottinghamshire: DfES.
    Shotton, G. (2002) The Feelings Diary, Bristol: Lucky Duck Publishing.
    Twenge, J.M., Baumeister, R.F., DeWall, C.N., Ciarocco, N.J. and Bartels, J.M.‘Social Exclusion Decreases Pro-social Behavior’, Journal of Personality and Social Psychology, 92(1): 56–66. http://dx.doi.org/10.1037/0022-3514.92.1.56
    Wiliam, D., Lee, C., Harrison, C. and Black, P. (2004) ‘Teachers developing assessment for learning: impact on student achievement’, Assessment in Education, 11(1): 49–65. http://dx.doi.org/10.1080/0969594042000208994
    Yunging, L. (2007) ‘Recovering from spousal bereavement in later life: Does volunteer participation play a role?’, Journal of Gerontology: Series B: Psychological Sciences and Social Sciences, 62B(4): S257–S266.
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