The Special School's Handbook
Key issues for all
Michael Farrell
A David Fulton Book Routledge 2007
Reviewer: Belle Wallace, Director, TASC International
Although this book has been written about the provision in special schools for children with special educational, social, emotional and physical needs, the text highlights the principles of all good schools. The author suggests that the following principles are essential in order to promote children's positive learning, self-esteem and achievement.
Schools should actively promote a policy that:
- encourages all teachers and carers to reflectively discuss and monitor new and innovative ideas about how children best learn;
- ensures and maintains challenging professional development for teachers and carers;
- provides real, relevant and dynamic challenges for children to aspire to;
- personalises learning and teaching through flexible curriculum planning;
- gives strong emphasis to developing problem-solving and thinking skills;
- ensures children's happiness and well-being;
- develops multi-professional working;
- develops strong home and school partnerships;
- actively promotes community awareness and engagement.
In addition to providing many examples of good school practice, the author also provides practical guidelines for surmounting and overcoming a wide range of special educational, social, emotional and physical needs; outlining the implications for schools of recent national policy documents such as, The Children's Act of 2004, Every Child Matters, Excellence and Enjoyment, The New Relationship with Schools. Michael Farrell also outlines the new principles for the Office for Standards in Education (OfSTED). Every chapter suggests important 'thinking points' and lists definitive references for further reading. The text is both informative and provocative and does constitute a valuable Handbook for schools.
GEI Vol 24 No 1
