| Taking Part Starting Out ‘These two booklets have been written to meet the demands from parents whose children have special educational needs. Taking Part addresses the process of statutory assessment and includes 19 pages of activities for the parent to work through with their child. It is aimed at the eight or nine year old who is able to follow a story. The aim of Taking Part is to enable the child to contribute towards his or her own assessment and it is clear about the roles of the other professionals involved. Starting Out addresses the issues that parents and children face when they move into a new setting. It carefully guides them through some of the changes and challenges they will meet whilst giving clear advice and strategies for coping. It prepares the way for the child to be able to talk about their strengths and also the difficulties that they have experienced. Not only are these two booklets an invaluable aid to enable children to come to terms with and also to develop an understanding of their own special educational needs, they also guide parents through some of the areas of statutory assessment and changes to be faced. The price of the booklets is very reasonable and both are well presented in an easy-to-read style. I particularly like the stance taken in both booklets that everybody is different and therefore everyone is special. I can thoroughly recommend both of them.’ Reviewed in Special! Magazine (2001) |
| Taking
Part is written for older pupils
(up to the age of 8 or 9 is suggested) to help them become involved in the
process of Formal Assessment. It aims to encourage the child to think about
the help she/he would like and explains, in simple language, what will
happen and who she/he will meet. There is a photocopiable form at the end of
the booklet, which can be used to record the child’s contribution to the
Statutory Assessment. Both booklets suggest specific questions to discuss with the child and there are spaces for the child to record information about herself/himself. They provide a good forum for discussing some difficult issues with children in a sensitive way, without being patronising. The language values all people as individuals and discusses difference in a positive way. Many of the questions raised would also be valuable as discussion topics for the whole class. Again, the publication of these booklets is timely as there is increasing discussion of the desirability of involving pupils more actively in the process of assessment. Both booklets would help to increase a child’s understanding of his/her own situation and enable him/her to participate in the assessment process through, for example, identifying positive achievements and things they would need more help with. Taking Part is a valuable contribution towards consulting with children at the Statutory Assessment Stage.’ Reviewed in Educational Psychology in Practice (2001) |