The Bercow Report

This report makes recommendations to Government about the steps it should take to transform provision for and the experiences of children and young people with speech, language and communication needs (SLCN) and their families. These recommendations are the culmination of ten months of extensive evidence gathering and analysis, as well as consultation with a wide range of stakeholders.

When Bercow retired as Speaker of the House of Commons on 31st October, he had become one of the most recognisable and iconoclastic figures in British politics, and had created a vacancy of huge importance. As Speaker since 2009 he had a ringside seat during one of the most febrile periods in modern British history, presiding over the Commons while it had to contend with key issues such as austerity in the light of the financial crisis; the coalition government between the Conservatives and Liberal Democrats; and of course the most intractable problem of all, how to deliver on the 2016 referendum decision that Britain should leave the EU.

This book brings together researchers from a variety of national contexts to examine and explore the conceptualisation, reconceptualisation and translation of children’s rights for infants and toddlers in early childhood education and care settings.It brings together authors from various national contexts to examine changing understandings and manifestations of infant and toddler rights in Early Childhood Education and Care. The book aims to engender trans-national dialogue through the contributions. Through such dialogue, both authors and readers are challenged to recognise the specificity of their own cultural contexts and thereby envision a more expansive view of infant and toddler rights. By drawing together reflections on infant-toddler rights from key early childhood researchers across the world, this book will extend readers understandings of rights – not only in terms of how rights are (re)conceptualised but also how to meaningfully translate the rights afforded in policy to practice.

The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment. With contributions from an international team of researchers, this book is the first to draw together a series of new analyses of data related to children's language development, primarily from large-scale nationally representative population studies, and to bring a public health perspective to the field. The book begins with a section on factors influencing the patterns of language development. A second section explores continuity and change in language development over time. The third explores the impact on individuals with developmental language disorders (DLD), the effectiveness of available interventions, and broader issues about the need for equity in the delivery of services to those with DLD.

In order to achieve the best outcomes for all children and young people, schools must work in partnership with students, parents, other professionals and the wider community. In this changing landscape of education, the notion of the traditional school no longer exists. Partnership Working to Support Special Educational Needs & Disabilities looks at what is possible in this exciting new world, and how some teachers are putting into practice the best principles of multi-agency working. Supporting children and young people with special educational needs and disabilities (SEND) in this context is more vital than ever, as more children are being diagnosed with additional needs, and those working with children are aware of the need to ensure every individual is given the maximum opportunity to develop to their full potential. Filled with case studies of best practice from real schools, this book is a must-have for those looking at how to work together to achieve positive outcomes for all.

Talk, thinking and philosophy are crucial components of children's learning. This book is a practical and readable guide to the ways in which teachers can provide children with the opportunities to develop and use these skills to their greatest effect. It begins by asking why talking and thinking should be taught and examines current approaches in this area. It goes on to look at how teachers can develop talking and thinking skills across the six Areas of Learning to help children gain confidence and deepen understanding.

Exploring the complex issues that surround special educational needs (SEN) both in and out of the classroom, this reader-friendly text considers the impacts that these issues have upon the child, the parent, the teacher, and the school as a whole. Fully cross-referenced and including suggestions for further reading with each entry, areas discussed include: pupil rights and empowerment parents and care workers curriculum and teaching inclusive approaches historical dimensions. Providing an informative combination of practical, historical and legal terms and concepts, Special Educational Needs: The Key Concepts is a highly useful resource accessible to a broad audience.