http://www.nasen.org.uk/awardwinners2011/
...and here's what they said about each of our shortlisted titles...
The Academic Book Award
Winner
Justice and Equality in Education: A Capability Perspective on Disability and Special Educational Needs – Lorella Terzi (Continuum)
This is a very challenging and thought -provoking academic book which is hard to put down. The judges certainly didn’t want to. Terzi has certainly managed to discuss SEN in a manner which will unquestionably enable professionals to develop and enhance their thinking and practice. Whether Terzi set out to shape and influence future thinking with regards to special educational needs or not, this book will undoubtedly initiate and direct many interesting discussions and debates.
Highly Recommended
Special Educational Needs: A New Look – Mary Warnock and Brahm Norwich – Edited by Lorella Terzi (Continuum)
This book discussed the development of SEN legislation in England. It was a fascinating and well written academic conversation between two highly influential and well - respected special educational needs academics – Mary Warnock and Brahm Norwich. The drawing together of their views was expertly achieved in the final section of the book by Lorella Terzi. This book would be a very valuable addition to any course list or academic’s book shelf.
Although this book is not the ultimate winner the judges would like this book to be ‘Highly Recommended’.
Primary Resource/Book to support Teaching and Learning (non ICT)
Teaching Children to Listen: A Practical Approach to developing Children’s Listening Skills - Liz Spooner and Jacqui Woodcock (Continuum)
This clearly set out resource looks at developing a whole school approach to listening skills. The authors show how focusing in on learning to listen can work with a limited amount of targeted input. The Listening Skills Rating Scale provides a quick user friendly assessment to use with whole classes.
This is an excellent “toolkit” resource for all teachers, teaching assistants and school management teams. The balance of evidence based information with practical resources and clear guidelines ensures that any theory used is reinforced by activities that can be planned into the school day.
In promoting a whole class approach the authors ensure that the listening needs of every child are included within the framework of a class profile.
Special Award 2011 - Resource to support speech, language and communication needs
A very close second and highly commended is Teaching Children to Listen, from Continuum and written by Liz Spooner and Jacqui Woodcock; another resource that reflects innovation and - in this case- real partnership between specialists (speech and language therapists) and classroom teachers.
It is packed with ideas to use with a whole class or with groups, has training ideas for staff, and includes a straightforward way of evaluating each child’s progress. Local research has already shown that the approach makes a big difference in the classroom, and we believe that large numbers of schools will find it enormously useful.
Kayleigh Chalcroft
Marketing Executive
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