Transcript Document
Identification of Barriers to Learning Helen Bacon & Caroline Wheatley Rotherham Learning Support Service Inclusion Support Services Identification of Barriers to Learning • To understand the range of barriers to learning • To begin to identify the implications for these barriers in school Aims of the session We will: • Consider inclusion and develop a shared definition • Consider the principles of inclusion: participating, belonging and achieving and medical and social models • Reflect on our own values and principles • Begin to consider how to support children with barriers to learning and pupils with SEND: what are the possible tensions around inclusion in the classroom? What is effective learning? How do you know that learning is effective and how can this be achieved? Consider: • • • • • • • Lesson structure Classroom management Types of teaching Use of resources Teachers use of language Pupils’ use of language Pupil interaction Medical model versus Social model Medical: a need to appreciate the medical model of disability that focuses upon what the young person’s needs, restrictions and strengths are, in order to then address any deficits in learning and development. Social: embrace the social model of disability which requires those supporting young people to respond proactively to modify and adapt practices and services to meet their individual needs. Inclusion Inclusion is not achieved by treating everyone the same but by creating a situation where everyone can be treated equally . The new SEND framework Consists of : • The Children & Families Act (part 3) • The Regulations • The new SEND code of practice https://www.gov.uk/government/publications/sendcode-of-practice-0-to-25 The Big Picture • Children’s SEN are picked up early and support is routinely put in place quickly • Staff have the knowledge, understanding and skills to provide the right support for children and young people who have SEN or are disabled • Parents know what they can reasonably expect their local school, college, LA & local services to provide, without having to fight for it • Aspirations for children and young people are raised through an increased focus on life outcomes, including employment • For more complex needs, an integrated assessment and a single Education, Health and Care Plan are in place from birth to 25 • There is greater control for parents and young people over the services they and their family use Pupils and families have more of a say • Each young person and their family are at the heart of discussions about the support offered • Parents should be enabled to share their knowledge of how their child is developing – they know their child best • Young people also should be included and enabled to talk about what their needs are and how they can be met Identifying Special Educational Needs Class teachers and subject teachers should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances. Identifying Special Educational Needs This can be characterised by progress which: • Is significantly slower than that of their peers starting from the same baseline • Fails to match or better the child’s previous rate of progress • Fails to close the attainment gap between the child and their peers • Widens the attainment gap • A need to make additional progress with wider development or social needs SEN: areas of need • Communication and Interaction - Speech, Language and Communication Needs - Autism and Asperger’s Syndrome • Cognition and Learning - Moderate Learning Difficulties - Specific Learning Difficulties: dyslexia, dyspraxia, dyscalculia • Social, Emotional and Mental Health difficulties - ADHD, attachment disorder • Sensory and/or Physical Needs - Hearing Impaired, Visually Impaired - Physical Disability Provision which is different from or additional to that normally available to pupils of the same age SEN provision in school • Class teacher remains responsible for working with the child on a daily basis • Class teacher should work closely with teaching assistants or specialist staff to plan and assess impact of support and interventions and how they can be linked to classroom teaching • Senco should support the class teacher in further assessment, in problem solving and advising on effective implementation of support Class Teachers Classroom and subject teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support and guidance of the SENCO and specialist staff The classroom teacher should: • • • • Focus on outcomes for the child: Be clear about the outcome wanted from classroom and SEN support Be responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement Have high aspirations for every pupil: Set clear progress targets for pupils and be clear about how resources are going to help reach them Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress The Graduated Response Removal of barriers to learning and provision of effective special education provision • 4 part cycle: Assess, Plan, Do, Review • Revisit, refine and revise decisions and actions as a result of growing understanding of pupil's needs and of what supports the pupil in making good progress and securing good outcomes Discuss development belonging achievement participation Possible Tensions What are the possible tensions around inclusion for: • The pupil • Other pupils • Staff • Parents Places to find support and guidance • Class Teachers and Teaching Assistants • School SENCo • Specialist Support Staff, e.g. Autism Communication Team, Behaviour Support Team, Learning Support Service • Specialist Leader in Education (SEN) • Educational Psychology Service • Local Authority Local Offer website Sources of support and information www.thedyslexia-spldtrust.org.uk www.autismeducationtrust.org.uk www.thecommunicationtrust.org.uk www.minded.org.uk www.sendgateway.org.uk www.ncb.org.uk/earlysupport