Transcript Inclusion: reasonable and justified?

Chris Abbott
Reader in e-Inclusion
King’s College London
A new dawn for SEN/inclusion?
KCL PGCE Inclusion 2013 Chris Abbott
KCL PGCE Inclusion 2013 Chris Abbott
Early 20th century
KCL PGCE Inclusion 2013 Chris Abbott
Early 20th century
KCL PGCE Inclusion 2013 Chris Abbott
Elm Court Blind School 1908
KCL PGCE Inclusion 2013 Chris Abbott
1930s home for crippled girls
KCL PGCE Inclusion 2013 Chris Abbott
1940s mental handicap hospital
KCL PGCE Inclusion 2013 Chris Abbott
UK Disability History Month
22 Nov-22 Dec 2013
ukdisabilityhistorymonth.com
KCL PGCE Inclusion 2013 Chris Abbott
Is this school inclusive?
KCL PGCE Inclusion 2013 Chris Abbott
What is the most inclusive solution to inaccessible
buildings? (more on HAL at www.cyberdyne.jp)
KCL PGCE Inclusion 2013 Chris Abbott
http://www.youtube.com/watch?v=60htJ95mzqo&feature=plcp
Elm Court School is a community special school for
students aged 11-16 with a wide range of special
educational needs including ASD, BESD and SLCN. Our
aim is to provide a creative and practical multimedia
learning environment for students and to encourage the
development of citizenship and life skills.
Elm Court School today
www.elmcourt.lambeth.sch.uk
KCL PGCE Inclusion 2013 Chris Abbott
The challenge: inclusion in
mainstream with the same level
of resources as in that new
building – and access to those
resources for all…
KCL PGCE Inclusion 2013 Chris Abbott
A time of change…
2013-2014 is the last year of
statementing and the current policies
2014-2015 will be the first year of a
new system for supporting children
with special educational needs
KCL PGCE Inclusion 2013 Chris Abbott
Overview (although not necessarily in this order)
The role of the subject teacher:
Identifying learning difference and including
all learners
Working with SENCOs and TAs
Key topics: Dyslexia, ADHD, ASD, ODD etc
The SEN and disability review 2010 - Ofsted
Changing policies – looking forward
The role of assistive technologies
KCL PGCE Inclusion 2013 Chris Abbott
THE ROLE OF THE SUBJECT TEACHER:
IDENTIFYING NEEDS AND INCLUDING
ALL LEARNERS
KCL PGCE Inclusion 2013 Chris Abbott
How many students?
Around 20% of the school population will have
special educational needs at some point in
their school career (Warnock Report 1978)
The green paper needed to deal with two sets of issues. The first is the usefulness
of identifying 20% of children as having SEN. The proportion of children identified
as having less severe needs… has nearly doubled, from 10% in 1995, to 18.2%
today. One reason for this is that schools have had indirect, but perverse,
incentives to over identify in order to improve their league table standings, and
sometimes their budgets. By measuring schools achievement in a different way,
and changing the funding arrangements, the government is going to remove those
perverse incentives.
(Neil O’Brien, Director of Policy Exchange, Daily Telegraph, 9 Mar 2011)
KCL PGCE Inclusion 2013 Chris Abbott
And for those who like numbers…
Boys (secondary age) 3 times more likely than girls to have statements
73% of looked-after children have SEN compared to 20% of all pupils
22% of pupils with SEN achieved 5 A*-C in 2011/12 (all pupils 70%)
Pupils with SEN around 4 times less likely to access higher education
Pupils with SEN missed 8.9% of school (all pupils 5.1%)
Fixed-term exclusion: all pupils 2.7%, School Action 4.7%, those with
statements 8.1%, School Action Plus 9.8%
Source: NASEN Special Nov 2012 & DfE
KCL PGCE Inclusion 2013 Chris Abbott
Disability
• A concept linked to inclusion
• Subject to its own legal framework (Equality
Act 2010), which applies to schools
• Disability Rights movement has led the move
towards a social model of disability
KCL PGCE Inclusion 2013 Chris Abbott
Medical model vs the social model
• Disability is due to an impairment in the
individual (medical model)
• Disability is due to a failing in the context in
which an individual is placed (social model)
• Or is it more complex than that?
KCL PGCE Inclusion 2013 Chris Abbott
Comparatively few learners…
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Physical disabilities
Sensory impairment
Autism Spectrum Conditions (ASC)
Language difficulties
Mental health issues
Medical conditions
KCL PGCE Inclusion 2013 Chris Abbott
Many learners…
• Learning difficulties including dyslexia
• Behavioural, emotional and social difficulties
KCL PGCE Inclusion 2013 Chris Abbott
Current policy (2004)
All children, wherever they are educated,
need to be able to learn, play and develop
alongside each other within their local
community of schools
KCL PGCE Inclusion 2013 Chris Abbott
The role of the special school
(and Pupil Referral Unit)
• A resource for the mainstream…
• Or a place to send students when the
mainstream has failed?
KCL PGCE Inclusion 2013 Chris Abbott
WORKING WITH SENCOS AND TAS
KCL PGCE Inclusion 2013 Chris Abbott
The Special Educational Needs
Coordinator (SENCO)
• Role was created in 1994
• Must be a teacher and direct access to SMT
• Mandatory training for new SENCOs
• May take a lead on disability too
KCL PGCE Inclusion 2013 Chris Abbott
Working with Teaching Assistants
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A new role in last 10+ years
Language - SEN - Learning Mentors
SENCO will advise on best use of TAs
Teachers have needs as well as students
Need liaison time for support and subject staff
TAs need lesson plans in advance
TAs need to be guided, led and managed
(Cowne, Special, Oct 08)
KCL PGCE Inclusion 2013 Chris Abbott
SEN Code of Practice (5-18yrs):
levels of action/aspects (until July 2014)
• School Action
• School Action Plus
And then possibly
• Statemented Provision
ASPECTS OF NEED
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Communication and Interaction
Cognition and Learning
Behavioural, Emotional and Social Development
Sensory and/or Physical
KCL PGCE Inclusion 2013 Chris Abbott
SEN Code of Practice (0-25 yrs):
new proposals (from Sep 2014)
• Greater focus on views of young people
• Joint person-centred planning – education, health services, social care
And then possibly
• Education, Health & Care plan (EHC Plan)
ASPECTS OF NEED (changes in italics)
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Communication and Interaction
Cognition and Learning
Social, mental and emotional health
Sensory and/or Physical
KCL PGCE Inclusion 2013 Chris Abbott
SEN Code of Practice 2013
• Teachers are responsible and accountable for the progress and
development of the pupils in their class, even when pupils access support
from teaching assistants or specialist staff
• High quality teaching, differentiated for individual pupils, is the first step in
responding to pupils who may or may not have SEN
• Class and subject teachers, supported by the senior leadership team,
should make regular assessments of progress for all pupils
• Once potential SEN identified, four types of action: Assess, Plan, Do,
Review
KCL PGCE Inclusion 2013 Chris Abbott
SEN Code of Practice 2013
• If still no progress, consider involving outside agencies
• Where there is SEN support, school to meet parents at least termly to set
goals and review
• Schools determine their own record-keeping procedures but Ofsted will
need to see evidence of support in place and its impact
• Continuing key role for the SENCO
• The majority of CYP with SEN will have their needs met within mainstream
KCL PGCE Inclusion 2013 Chris Abbott
SEN Code of Practice 2013
Full draft Code and consultation papers (till 9 Dec):
www.gov.uk/government/consultations/special-educational-needs-sen-codeof-practice-and-regulations
NASEN summary:
www.nasen.org.uk/blog/2013/10/sen-code-of-practice-summary/
KCL PGCE Inclusion 2013 Chris Abbott
KEY TOPICS: DYSLEXIA, ADHD, ASD
KCL PGCE Inclusion 2013 Chris Abbott
Dyslexia – the experience
I was quite lucky that I was crap at school, being dyslexic. My
number one goal was just trying to be not bored all day...
Some people know huge amounts about one thing, others like
me know very small amounts about lots of things. Dad was a
teacher and as a kid I just asked him everything. Always loved
learning about stuff but just hated the way school taught it.
Ross Noble, The Guardian, 26 Sep 2010
KCL PGCE Inclusion 2013 Chris Abbott
Dyslexia – the solution?
Dybuster is an effective and lasting learning system for dyslexia.
The significant success rate of this multi-sensory Learning system
was proven in several scientific studies. Training with Dybuster
improves the reading and writing skills of children with dyslexia
by over 30% within 3 months.
Dybuster consistently applies the principle of immediate
feedback. When an incorrect letter is typed, the child receives an
immediate acoustic signal and the letter's associated colour is
highlighted. A prompt correction is then possible and prevents
the user from committing to memory the letter. When the word
is correctly spelled, the child is rewarded with a visual effect.
www.dybuster.com
KCL PGCE Inclusion 2013 Chris Abbott
KCL PGCE Inclusion 2013 Chris Abbott
KCL PGCE Inclusion 2013 Chris Abbott
OpenDyslexic font
dyslexicfonts.com
KCL PGCE Inclusion 2013 Chris Abbott
British Dyslexia Association
• Dyslexia is a specific learning difficulty which mainly affects the
development of literacy and language related skills.
• It is likely to be present at birth and to be lifelong in its effects.
• It is characterised by difficulties with phonological processing, rapid
naming, working memory, processing speed, and the automatic
development of skills that may not match up to an individual’s other
cognitive abilities.
• It tends to be resistant to conventional teaching methods, but its effects
can be mitigated by appropriately specific intervention, including the
application of information technology and supportive counselling.
• www.bdadyslexia.org.uk
KCL PGCE Inclusion 2013 Chris Abbott
Dyslexia Action
• Dyslexia is a specific learning difficulty that mainly affects reading and
spelling. Dyslexia is characterized by difficulties in processing word-sounds
and by weaknesses in short-term verbal memory; its effects may be seen
in spoken language as well as written language. The current evidence
suggests that these difficulties arise from inefficiencies in languageprocessing areas in the left hemisphere of the brain which, in turn, appear
to be linked to genetic differences.
• Dyslexia is life-long, but its effects can be minimised by targeted literacy
intervention, technological support and adaptations to ways of working
and learning. Dyslexia is not related to intelligence, race or social
background. Dyslexia varies in severity and often occurs alongside other
specific learning difficulties, such as Dyspraxia or Attention Deficit
Disorder, resulting in variation in the degree and nature of individuals’
strengths and weaknesses.
• www.dyslexiaaction.org.uk
KCL PGCE Inclusion 2013 Chris Abbott
Dyslexia and vision
• Mears Irlen Syndrome or Scotopic Sensitivity
Syndrome
• Now usually proposed as co-existing with
dyslexia not cause
• Coloured overlays and glasses
KCL PGCE Inclusion 2013 Chris Abbott
Linked impairments
• DCD (Developmental Co-ordination Disorder)
– difficulties in co-ordination
• Dyspraxia – difficulties in planned movement
• Dyscalculia
KCL PGCE Inclusion 2013 Chris Abbott
The Dyslexia-SpLD Trust
www.thedyslexia-spldtrust.org.uk
www.interventionsforliteracy.org.uk
KCL PGCE Inclusion 2013 Chris Abbott
Autism Spectrum Conditions (ASC)
• Possibly 1% of children on the spectrum
• Most children with autism in mainstream
schools are at the Asperger’s end of the
spectrum
• Some autism units in mainstream schools
cater for more of the spectrum
KCL PGCE Inclusion 2013 Chris Abbott
More on ASC
• Traditionally diagnosed behaviourally through triad
of impairments:
– Social impairments
– Communication impairments
– Rigid, repetitive behaviour
• But it is more complex than that. See webcast of
Prof. Francesca Happé’s lecture here
KCL PGCE Inclusion 2013 Chris Abbott
More on ASC/ASD
• Autism Education Trust
• National Autistic Society
“Accept difference, not indifference”
KCL PGCE Inclusion 2013 Chris Abbott
Managing students
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May prefer to be alone, give own space
May need to avoid playground
Teach turn-taking in conversation
No changes without warning
Focus on strengths
Working with a friend may help
(Rigg, TES, 17.10.08)
KCL PGCE Inclusion 2013 Chris Abbott
PDD-NOS
Pervasive Developmental Disorder – Not Otherwise Specified
Child may be diagnosed with PDD-NOS if they
have some but not all features of autism
Child may appear defiant, disobedient or lacking
in interest
Will probably respond well to similar
approaches as those for autism
“As with other diagnostic labels, the rather ugly acronym PDD-NOS will be
useful only if it results in understanding, tolerance and help.”
Richard Mills, Director of Research, Autism Society, Special Children 41 (80-81)
KCL PGCE Inclusion 2013 Chris Abbott
Attention Deficit
Hyperactivity Disorder (ADHD)
• ADHD is defined by two broad groups of behavioural problems inattentiveness, and a combination of hyperactivity and impulsiveness.
• ADHD is the most common behavioural disorder in the UK. …3-9%
• Children naturally have a tendency towards the kind of behaviour that
ADHD causes.
• There is no cure for ADHD, but it can be managed using medication.
…which should be accompanied by psychological, educational, and social
therapies.
• But see http://www.youtube.com/watch?v=zDZFcDGpL4U
(NHS Direct)
KCL PGCE Inclusion 2013 Chris Abbott
Oppositional Defiant Disorder
A pattern of negativistic, hostile, and defiant behavior lasting at least 6 months, during which four
(or more) of the following are present:
often loses temper
often argues with adults
often actively defies or refuses to comply with adults'
requests or rules
often deliberately annoys people
often blames others for his or her mistakes or misbehavior
is often touchy or easily annoyed by others
is often angry and resentful
is often spiteful or vindictive
(American Psychiatric Association)
KCL PGCE Inclusion 2013 Chris Abbott
Ofsted – Sep 2010
The special educational needs
and disability review
A statement is not enough
KCL PGCE Inclusion 2013 Chris Abbott
Main findings 1
Keys to good outcomes were:
• Good teaching and learning
• Close tracking and monitoring of progress
• Intervention put in place quickly
• Additional provision evaluated thoroughly
KCL PGCE Inclusion 2013 Chris Abbott
Main findings 2
High aspirations and a focus on
enabling children and young people to
be as independent as possible led
most reliably to the best achievement.
KCL PGCE Inclusion 2013 Chris Abbott
Statistical changes
1.7m children with SEN
Secondary pupils with SEN:
2003: 13%
2011: 20.6%*
*But vast differences between schools:
from 5% to 70%
KCL PGCE Inclusion 2013 Chris Abbott
Characteristics of good SEN practice by teachers
• Thorough and detailed knowledge of students
• Thorough knowledge and understanding of
teaching strategies and techniques, including
assessment for learning
• Thorough knowledge about the subject or
areas of learning being taught
• Understanding of how learning difficulties can
affect children and young people’s learning
KCL PGCE Inclusion 2013 Chris Abbott
Children and young people
learned best when:
• They looked to the teacher for main learning
and support staff for support
• Teachers planned for collaborative learning
• Adaptations to lessons made without fuss to
increase access
• Teachers adjusted pace to reflect learning
• Effective support understood and in place
KCL PGCE Inclusion 2013 Chris Abbott
Key points of the review
A focus on the quality of assessment will improve the quality of
outcomes
The right support must be available when and where it is needed
Schools should focus on improving teaching and pastoral support
early on so that additional provision is not needed later
Specialist provision needs to be developed strategically so that it
is available regardless of where children receive their
education, for example in a maintained or independent
school, an academy or a college
Legislation should be simplified so the system is clearer for
parents and schools
Schools should stop identifying pupils as having SEN when they
simply need better teaching and pastoral support
KCL PGCE Inclusion 2013 Chris Abbott
What did the Daily Mail say?
A damning report by Ofsted last month found
that as many as 750,000 pupils in England are
being diagnosed with SEN because of poor
attainment when the real culprit is defective
teaching.
http://www.dailymail.co.uk/news/article-1321925/Schools-row-reignited-1-4boys-diagnosed-special-educational-needs.html#ixzz14zPc46oZ
KCL PGCE Inclusion 2013 Chris Abbott
THE ROLE OF ASSISTIVE
TECHNOLOGIES
KCL PGCE Inclusion 2013 Chris Abbott
Inclusive Education & Technology
• Alternative access devices
• Alternative software
• Alternative practices
KCL PGCE Inclusion 2013 Chris Abbott
Assistive technologies at KCL
• Text to speech
• Mind mapping and planning tools
• Screen magnification
• Speech recognition
KCL PGCE Inclusion 2013 Chris Abbott
Assistive technologies you will use
KCL PGCE Inclusion 2013 Chris Abbott
KCL PGCE Inclusion 2013 Chris Abbott
Assistive technologies you will use
KCL PGCE Inclusion 2013 Chris Abbott
Assistive technologies you will use
KCL PGCE Inclusion 2013 Chris Abbott
E-inclusion:
Learning
Difficulties and
Digital
Technologies
Chris Abbott
Futurelab 2007
PDF can be downloaded from:
Futurelab Archive - Literature Reviews
KCL PGCE Inclusion 2013 Chris Abbott
Emerging research themes
2007-2010
Abbott C, Brown D, Evett L & Standen P (2013) Emerging
issues and current trends in assistive technology use 20072010: practising, assisting and enabling learning for all in
Disability and Rehabilitation Assistive Technology (Early
Online 1-10)
click here
Journal of Assistive Technologies
www.emeraldinsight.com/jat.htm
KCL PGCE Inclusion 2013 Chris Abbott
My conclusion…
Inclusion: reasonable and
justified?
Yes… legally, morally and
philosophically