Looking back and going forward: materials to support the teaching of pupils with SEN and/or disabilities

Glendra Read, Institute of Education, University of London

Need for national consistency across ITE

• Validation of practice in effective institutions • Improvement to the practice of less effective institutions • Progression in training – a unified strategy/staged model • Linked to the revision of the professional standards TDA commissioned IoE to trial pilot projects

Aims of the projects

• To drive forward knowledge, skills and understanding of trainees in inclusive practice for SEN and disability • To help trainees develop inclusive teaching skills to remove barriers to learning and participation for pupils with a wide range of needs • To devise approaches and materials to support the fulfilment of these aims

Does the pupil with SEN and/or a disability need a special pedagogy?

• Davis and Florian (2004) reported that ‘the more important agenda is how to develop a pedagogy that is inclusive to all learners’ • Norwich and Lewis (2007) reported that only pupils with autism spectrum condition and ADHD were seen as requiring a pedagogy that is specific to their group needs

The research also tells us…

• Listen to the individuals (we know from research that teachers still talk through 60-75% of most lessons) • Poor acoustics damages the attainment of all, particularly pupils with SEN (Shield and Dockrell 2002) • English building regulations for schools have been tightened - future generations will benefit • Look at the evidence of ‘what works’ for pupils with SEN • Build what we learn into our education systems

Resources – the elements

E1 E2 E3 E4 18 primary undergraduate sessions 4 week placements in special schools Taught sessions for NQTs for LAs Electronic portal E5 E8 Assessment/exemplars for trainees/NQTs 18 secondary undergraduate sessions E9 PGCE taught sessions E10 Personalised learning task E11 14 subject booklets and 17 SSTs

Results from the pilot of E1

• Trialled successfully in 9 institutions with 700 trainees • Very positive responses: comprehensive coverage, quality and relevance • Tutors reviewed their programmes and brought the materials into them • Wide variation in approaches

Results from the pilot of E2

• Trialled successfully in 17 universities with 250 trainees • Very positive across all universities and schools • Trainees enthused about the experience, the commitment of staff and the effects on the way they felt about their teaching careers • On balance, the data suggested a preference for a four week model, because of the powerful impact it could have on trainees’ development as teachers • The experience worked best in Y3 of a 4 year course

The Ofsted review

• All PGCE courses were at least satisfactory in preparing trainees to teach pupils with LDD • Variation in practice and quality throughout • Heavy reliance on school placement: worked well in some schools, less well in others • Planning of other adults’ work was good, the monitoring of it weaker • Insufficient co-ordination of quality assurance procedures between providers and schools (Ofsted, 2008,

How well new teachers are prepared to teach pupils with learning difficulties and/or disabilities) HMI: 070223.

The aims of E5

• To encourage professional dialogue between trainees and their tutors/mentors about effective practice in teaching pupils with SEN and/or disabilities • To relate that dialogue to the professional standards standards – and thereby help to promote consistency of assessment against the

Results from the pilot of E5

• • • • • • Trialled in 5 universities and 12 LAs Welcomed as innovative and helpful Improved dialogue between schools/universities and schools/LAs Strengthened role of SENCO/Inclusion manager in supporting NQTs Involved mentors more robustly in SEN issues Gave trainees a broader view of SEN and disability issues

The Ofsted view: the journey

• The best NQTs were: ‘grounded in LDD pedagogy; skilled communicators; reflective practitioners; identified what worked and what didn’t; accepted responsibility for the good progress of all’.

Thank you