Transcript Slide 1

Supporting Pupils with
Special Educational
Needs
June 2011
LASI /ASPIRE
Aims
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To ensure an accurate definition of “special
Educational Needs”
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To develop further understanding of teachers
responsibilities towards pupils with SEN
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To raise awareness of the inclusion agenda
and appropriate curriculum delivery
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To discuss good practice in ensuring lessons
meet the needs of all learners
Some initial questions to
discuss
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Have you been given guidance on the pupils with SEN
in your class?
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How was it decided that they have a special
educational need? What criteria were used?
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How is additional support organised in your school?
Current SEN Code of Practice
states ….
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“pupils at SEN School Action or above must be
receiving support which is “additional to” or
“different from” the educational provision made
generally for children of their age in schools
maintained by the LA, other than special schools, in
their area.”
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This is not “more literacy” or “more maths” but would
be interventions which address the underlying
learning needs of the pupil in order to improve his or
her access to the curriculum.
Ofsted message is…
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At present, the term ‘special educational needs’ is used too
widely. Around half the schools and early years provision visited
used low attainment and relatively slow progress as their
principal indicators of a special educational need. In nearly a
fifth of these cases, there was very little further assessment.
Inspectors saw schools that identified pupils as having special
educational needs when, in fact, their needs were no different
from those of most other pupils. They were underachieving but
this was sometimes simply because the school’s mainstream
teaching provision was not good enough, and expectations of the
pupils were too low. A conclusion that may be drawn from this is
that many pupils are being wrongly identified as having special
educational needs. Ofsted National SEN Review 2010
SEN Green Paper message is…
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“we intend to tackle the practice of
over‐identification by replacing the current SEN
identification levels of School Action and School
Action Plus with a new single school‐based SEN
category for children whose needs exceed what
is normally available in schools” (p10)
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At present, the way that schools identify children
with SEN is not achieving this. In particular, children
are often identified as having lower‐level SEN (at
School Action) when in fact the barrier to their
learning could and should be addressed through
normal day‐to‐day classroom practice” (p67)
Moving from :
Pupils
School School
needing toAction Action
catch up
Plus
Statement
To
Underachieving
Or less-experienced
learners “target group”
Special Educational
Needs
Activity
In 1931 there were 2.3 million cars on
Britain’s roads and 7,000 deaths in motoring
accidents.
In 2006, there were 33 million cars on the
Britain’s roads and only 3,150 deaths in
motoring accidents.
Discuss
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Pre-requisite cognitive skills
for success in core curriculum
areas
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Complex shape discrimination
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Shape location within close parameters
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Minimal Difference Visual Discrimination
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Auditory Discrimination
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Auditory Sequential Memory
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Left to right visual pattern sequencing
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Fine motor skills for pencil writing or
keyboard
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Translating 3D to 2D, 2D to 3D
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Short term memory
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Time sequencing
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Sentence Comprehension of 3+
Information Carrying Words
Provision mapping
For all vulnerable learners – inc
those on SEN list
 Only useful if cross-referenced
with progress
 Ongoing exercise
 Some pupils on provision map will
also have IEP
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“in order to reduce the bureaucratic
burdens on schools, in reviewing and
updating the “Code of Practice”, we will
remove the advice on using IEPs” (SEN
Green Paper 2011)
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will encourage schools to explore the
ways in which new approaches, including
provision mapping, can be used
While/if schools retain them, IEPS
should …
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only record that which is “additional to” or
“different from” the educational provision made
generally for children of their age in schools
maintained by the LA, other than special schools,
in their area
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not be“more literacy” or “more maths” but be
interventions which address the underlying
learning needs of the pupil in order to improve his
or her access to the curriculum.
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state what the learner is going to learn – not what
the teacher is going to teach (ie state the
outcome – be clear about what the pupil should be
able to do at the end of the given period).
•
be accessible to all those involved in their
implementation – pupils should have an
understanding and “ownership of the targets”
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be seen as working documents
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be manageable and easily monitored
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be based on informed assessment
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Be time-limited – there should be an agreed “where
to next …” – not necessarily another IEP
Being specific:
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To behave more appropriately in class
To be able to sit on the carpet without
interrupting the teacher during registration on at
least 3 days of the week
To be able to play with others appropriately
To consistently be able to take his turn when
playing a board game with 1 or 2 of his peers
To improve her self-esteem
To be able to choose a piece of work she has done
during the week that she is proud of and tell a
friend the reasons for choosing it.
Where do the targets come
from?
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Discussion between teacher and SENCO
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Discussion with pupil
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Discussion with another professional
Discussion and flipchart
exercise
How do you currently, in your
class make differentiated
provision for :
1. Slower, less experienced
learners
2. Pupils with a genuine special
educational need?
How do you avoid the
following?
TA only working with less able group
Individual pupils becoming over-dependent on TA
support – TA impeding inclusion rather than facilitating
it
TA becoming narrow-skilled
Lack of opportunity for teacher and TA to liaise and plan
together so that TA is very clear about the learning
objectives
Learning
objectives
Teaching
styles
Quality first teaching
Access
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‘tracking back’ objectives to earlier year groups / key
stages
giving significant time to those parts of the curriculum
which are priorities;
maintaining, reinforcing, consolidating and generalising
previous learning as well as introducing new knowledge,
skills and understanding;
identifying skills which require regular and frequent
practice and teaching;
Having high expectations of all pupils.
Differentiating the QFT offer
Differentiated and/or different objectives
Content / task
 Interest
 Pace
 Level
 Access / resources
 Response
 Depth / sequence
 Structure
 Support
 Teaching style
 Grouping
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Other General Strategies
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Support with spelling / writing independently
Support with reading
Peer support
Practical experiences
Alternative forms of recording, including ICT
Worksheets
Appropriate forms of assessment
Modes of communication
Age-appropriate resources
Use of games
Which of these
Using TAs effectively
strategies do you
Effectively using IEPs
already use to
support pupils with
SEN?
Pupils who may be at risk of not being
included
Others at risk of
disaffection
or exclusion
Gifted and
talented
English as an
additional
language
Girls and
boys
Special
Educational
Needs
Vulnerable
groups
‘Looked after’
by the local
authority
Minority ethnic
and faith groups
Travellers,
asylum seekers,
refugees
LA Support
LASI/ASPIRE Inclusion Team-BA SEN
EMA
 EP Service
 Additional Needs Support Teachers
 BACIN
 EWO’s
 SN-IP (parent partnership)
 Area SEN placement officers
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