Count Me In!
Ideas for Actively Engaging Students in Inclusive Classrooms
Richard Rose and Michael Shevlin
Foreword by Paul Cooper
Part of the Innovative Learning for All series
Paperback: £19.99 / $34.95
2010, 234mm x 156mm / 9.25in x 6in, 144pp
ISBN: 978-1-84310-955-6, BIC 2: JN
YQNP
JNS
School really should be the best time in a young person's life – full of discovery, enjoyment and friendship. In reality, school can be a negative experience where young people feel powerless, bored and uninterested. Count Me In! shows how, by involving young people in their own learning, they not only improve their education but also feel empowered and have fun along the way.
This book provides positive and practical ways of involving young people in the inclusive classroom. At its heart is a recognition of the power of getting students involved and the value their empowerment can bring to their education. Student empowerment can mean anything from forming a partnership between teacher and student to really listening to students and allowing their voices to be heard. The book includes a whole host of practical ways to get children involved, from seeking their opinions on lessons and how they are learning to allowing them to have a say in their assessment and in school life.
This practical book will be an invaluable resource to teachers in mainstream and special schools, teacher trainers, student teachers, educational researchers and anyone interested in how to get students involved in and excited by their own learning.
Blog posts
Interview with Paul Cooper – Part 4: The Innovative Learning for All series
2 September 2010
"Whilst the books are driven by a vision of what the educational experience of students should be, they are also driven by an evidence based analysis of what we actually know about the actual day to day experience of students and their educators."
Interview with Paul Cooper – Part 3: The pros and cons of academies and free schools for students with SEBD
1 September 2010
"The history of educational policy 'innovation' tells us that the most vulnerable and at risk pupils are often ignored or, at best dealt with as an afterthought."
Interview with Paul Cooper – Part 2: Words of wisdom for new and experienced teachers
31 August 2010
"It is probably wise to recognise the possibility that SEBD are not only encountered in the classroom - staffrooms have their fair share..."
Interview with Paul Cooper – Part 1: The role of teachers in the lives of children with Social, Emotional and Behavioural Difficulties (SEBD)
30 August 2010
"It is easy to be fooled by the apparently dismissive attitude that some young people show towards to school. It may be the case that for many students school is, indeed, 'boring' but this does not mean that it is unimportant to them. On the contrary, the school is the main site where young people establish their independent identities outside the family unit. From their earliest experiences of schooling, children are engaging with a key social institution as individuals in their own right. Whether they see themselves as succeeding or failing, socially and academically, they cannot escape the impact of these experiences on their developing identities. Relationships with teachers are central to this identity formation process."
Author information
Subject areas
Keywords
- ADD,
- ADHD,
- adolescence,
- advocacy,
- Asperger syndrome,
- autism,
- challenging behaviour,
- children,
- children's rights,
- developmental coordination disorder,
- disability,
- Down's syndrome,
- dyslexia,
- dyspraxia,
- education,
- educational psychology,
- educational training,
- emotions,
- epilepsy,
- high functioning autism,
- inclusive classroom,
- Key Stage 2,
- Key Stage 3,
- Key Stage 4,
- mainstream education,
- nonverbal learning disabilities,
- pastoral care,
- pervasive developmental disorder,
- PSHE,
- resilience,
- SEAL,
- self esteem,
- sensory issues,
- special education,
- teenagers,
- tourettes,
- transitions
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