Developed from the work of specialist teachers in Ealing who have been involved in promoting inclusive practices, this book shows how eliciting the pupil's views and strengthening the pupil voice is an important element in the success of any inclusion project. Covering a wide range of disabilities including Autistic Spectrum Disorders and Specific Learning Difficulties, it includes: Case-studies; Descriptions of the difficulties encountered by the young; Practical strategies to address these difficulties; Useful resources. Essential for any adult working in an inclusive setting, this fascinating book brings together theory with real practice.

Setting the Scene

Setting the scene
Dr Ruth M.MacConville

This chapter describes the ‘framework for thinking’ that underpins our work and the approach which we have developed in order to engage with pupils about the issues that are important to them. The ability to ‘read’ pupils' behaviour and to communicate with them is captured in the analogy of being able to ‘dance with the children’ which implies harmony recognising the ‘steps’ children are taking, being able to anticipate their next move and adapting one's response accordingly (Trevarthen, 1992). Listening to pupils' perspectives is a skilful task for which a knowledge of child development is an important prerequisite. As a team we have been inspired by the work of Giles Barrow (Barrow et al., 2001; Barrow and Newton, ...

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