Transcript Inclusion 2

Inclusion
Built on training material from:
TDA 2009 Special educational needs and/or disabilities Training
toolkit TDA
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Learning Objectives
− understand the concept of special educational needs
− understand the SEN duties set out in the SEN Code
of Practice 2001
− know the key elements of an effective education plan
− You will learn how to base your expectations of what pupils
with SEN and/or disabilities can achieve on accurate
assessment and tracking their progress against predictions
derived from national data sets
− You will know how to adapt your planning to take account
of learning objectives, teaching approaches and strategies
for pupils with SEN and/or disabilities
− TS 1, TS 2, TS 5, TS 6
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SEN
− Currently just over1:5 children (1.7million) are identified as
having SEN (Ofsted 2010)
− In 2007/08 there were:
− 8,130 permanent exclusions from English schools
− 383,820 ‘fixed period’ exclusions
− Pupils with SEN are eight times more likely to be permanently
excluded from school than the rest of the school population
− Currently pupils identified with SEN are disproportionately
from disadvantaged backgrounds, are much more likely to be
absent from school and achieve less well than their peers.
(Ofsted 2010)
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Definition of special
educational needs
“Children have special educational needs if they have
a learning difficulty which calls for special educational
provision to be made for them. Children have a
learning difficulty if they have a significantly greater
difficulty in learning than the majority of children of the
same age or have a disability which prevents or
hinders them from using educational facilities of a kind
generally provided for children of the same age in
schools in their areas.”
DfES, 2001
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Areas of need from the
SEN Code of Practice 2001
− Cognition and learning
− Communication and interaction
− Behavioural, emotional and social
− Sensory and physical
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True or False?
− Fewer pupils have SEN in secondary schools than in primary
schools
− Research-based class teaching methods − for example, for
teaching reading − can more than halve the proportion of
pupils with SEN
− Summer-born pupils are more likely to be identified as having
SEN than pupils born in the autumn
− Nearly one in three nine-year-old boys is identified as having
SEN
− Pupils with SEN are more than twice as likely to be living in
poverty (eligible for free school meals) as pupils without SEN
− Boys make up 73 per cent of pupils with statements of SEN
(pupils with the more severe types of SEN)
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Cognition and learning needs include:
− specific learning difficulties (SpLD)
− moderate learning difficulties (MLD)
− severe learning difficulties (SLD)
− profound and multiple learning difficulties (PMLD)
Behavioural, emotional and social needs include:
− behavioural, emotional and social difficulties (BESD)
Communication and interaction needs include:
− speech, language and communication needs (SLCN),
− autistic spectrum disorders (ASD).
Self study materials available at: tda Special educational needs
and/or disabilities training toolkit
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Sensory and/or physical needs include:
− visual impairment (VI)
− hearing impairment (HI)
− multi-sensory impairment (MSI)
− physical disability (PD)
− Pupils with medical needs are usually included in the
sensory and physical needs section.
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Key people in school with
SEN responsibilities
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Headteacher
All teaching and non-class-based support staff
Curriculum leaders
Governing body
SEN governor
SENCO
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Role of the SENCO (Inclusion Coordinator)
− Oversees the day-to-day operation of the school’s SEN
policy
− Coordinates provision for pupils with SEN
− Liaises with teachers
− Manages teaching assistants
− Oversees the records of pupils with SEN
− Liaises with parents/carers
− Contributes to in-service training
− Liaises with outside agencies
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A graduated approach
− School Action/Early Years Action
− School Action Plus/Early Years School Action Plus
− Statement of SEN
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School Action/Early Years School
Action
− Interventions that are additional to or different
from those provided as part of a school’s ‘normal
differentiated curriculum offer and strategies’
− Parents must be informed
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School Action Plus/Early Years
School Action Plus
− Interventions at School Action are not working
− Advice from external services likely to be sought
− SENCO and others collaborate on providing different
approaches and teaching materials
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Statutory assessment
− Only necessary if the school cannot provide all the help
a pupil needs
− Initiated by parents, schools or external agencies
− Local authority collects evidence to assess pupil’s
needs and decide if a statement is necessary
− If necessary, a statement of SEN is drawn up
− Statement sets out the pupil’s needs and the provision
that must be made to meet them
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Key elements of effective
education plans
− Indication of pupils’ strengths and interests
− A few clearly worded targets
− Timescale for reviewing progress
− Success criteria
− Strategies for providing ‘additional and different’
approaches
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An education plan works
best when…
− it is well written
− everyone teaching the pupil knows the targets and implements
the plans when preparing lessons
− the pupil and parents/carers are involved in the plan’s
preparation and review
− review of success is carried out with care and any necessary
changes to provision are made
− targets and strategies are supported by a whole-school
approach to curriculum and learning
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Smart targets
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Specific
Measureable
Achievable
Relevant
Timed
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Choosing learning objectives
−Sometimes pupils with SEN and/or disabilities can follow
the same learning objectives as the class or year group
−Sometimes they will need learning objectives that
are linked to the class topic, but from earlier in the
progression
−Sometimes pupils with SEN and/or disabilities need
individual objectives that meet their particular needs −
different from those of the rest of the class
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Differentiation
−Task
−Support
−Classroom organisation
−Resources
−Learning/cognitive styles
−Outcome
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P scales
−Provide a map of attainment below level 1 in the
National Curriculum
−Provide a way of assessing pupils’ achievement
below level 1 of the National Curriculum
−Used once or twice a year to decide on a pupil’s
next steps in learning
More information available on Moodle Inclusion page
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Good teachers of children with SEN (Ofsted 2008)
− were skilled communicators
− enjoyed the responsibility for ensuring all pupils made good
progress
− had a good understanding of what led to good learning, and
adapted their teaching, and adapted their teaching in the light of
this to ensure that all pupils, including those with learning
difficulties and/or disabilities, made good progress academically,
personally and socially
− had very effective strategies for establishing clear classroom
rules, based on respect for all pupils and high expectations of
effort and achievement
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− understood the need to teach new concepts well and
made sure that pupils with learning difficulties and/or
disabilities received high-quality teaching at key times
during a sequence of lessons.
− monitored the effectiveness of other adults’ work to
ensure that their classroom organisation helped all
pupils to make good progress
− provided a range of opportunities
− to enable pupils with learning difficulties and/or
disabilities to take greater responsibility for their own
learning
Ofsted (2008) How well new teachers are prepared to teach pupils
with learning difficulties and/or disabilities Reference No: 070223
Crown copyright
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High expectations: TS 1
Set high expectations which inspire, motivate
and challenge pupils
• Establish a safe and stimulating environment for pupils,
rooted in mutual respect
• Set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and
behaviour which are expected of pupils
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Expected national curriculum
levels
Key stage 1: levels 1−3
Expected attainment at the end of KS1 (age seven) is level 2
Key stage 2: levels 2−5
Expected attainment at the end of KS2 (age 11) is level 4
Key stage 3: levels 3−7
Expected attainment at the end of KS3 (age 14) is level 5−6
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School report extracts
− Robert Graves
− Stephen Fry
− James Dyson
− Albert Einstein
− Beryl Bainbridge
− Richard Dawkins (biologist)
− Diana, Princess of Wales
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− Mentally slow, unsociable and adrift forever in his foolish dreams
− She must try to be less emotional in her dealings with others
− Well, goodbye X, and remember that your best friend is the waste
paper basket
− Though her written work is the product of an obviously lively
imagination, it is a pity that her spelling derives from the same
source
− He has glaring faults and they have certainly glared at us this term
− He has only three speeds: slow, very slow and stop
− I cannot but believe that he is really quite intelligent, and I expect it
will be brought out somehow, somewhere
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Further Reading/Self Study Tasks
Tda Special educational needs and/or disabilities training toolkit.
Self study resources on areas of SEN available at
http://www.tda.gov.uk/teacher/developing-career/sen-anddisability/sen-training-resources/one-year-itt-programmes/selfstudy-tasks.aspx
DCSF; Inclusion Development Programme e-learning modules on:
BESD (Primary and EYFS); Autism Spectrum; Dyslexia and SLCN;
and SCLN (EYFS) available at
http://webarchive.nationalarchives.gov.uk/20110202093118/http:/na
tionalstrategies.standards.dcsf.gov.uk/search/inclusion/results/nav:
46335
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