1 classroom management and partnerships partnerships with outside agencies
TRANSCRIPT
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Learning outcomes
You will:
know the range of outside agencies most likely to be involved with your pupils
understand the basic principles of collaboration with outside agencies within the Every Child Matters framework, and
know where to seek further assistance or advice on SEN and disability.
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Activity 1
Learning outcomes
You will:
know the range of outside agencies most likely to be involved with your pupils, and
understand your roles and responsibilities as teachers.
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Every Child Matters: the five outcomes
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieving economic well-being.
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The key to putting the five outcomes into action
Collaboration between local authority children’s services
Involving therapists and CAMHS workers
Outside agencies and voluntary groups may support pupils.
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Activity 2
Learning outcome
You will gain a basic knowledge of the national service framework (NSF) and the responsibilities of local authorities.
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Children’s NSF: key points
Introduced to address variations in standards of care
Services to be delivered around the needs of children and families
Standards drawn up to ensure that all children’s services are coordinated and effective
Performance measures set and progress to be measured over agreed timescale.
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Inclusion and achievement
“National research has shown that settings that develop inclusive cultures, policies and practices also raise achievement and the Department of Education and Lifelong Learning considers good equalities and educational inclusion practice to be the key to school improvement.”
Educational inclusion and equalities policy, 2003
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Key messages
ECM outcomes more likely to be met if agencies work in partnership with schools
All teachers should be in close touch with SENCOs or inclusion managers
Take time to learn about how to remove barriers for individuals to improve the education of all pupils.
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Activity 3
Learning outcomes
You will understand that:
a comprehensive approach is likely to work best, and
modern therapy of all kinds considers the individual’s environment, including out-of-school environment, alongside the difficulties that an individual presents.
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Daniel’s profile
Has DCD and ADHD
At age seven, his movement ABC score (a standardised test for movement) was below the 5th percentile – in the lowest five per cent of pupils of the same age
At age 12, his ABC score was the same but much had changed.
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Daniel: some questions
Who contributed to the therapy?
Where did it take place?
What was its substance?
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Feedback from the film
What did you find useful?
What could you use in your school educational setting?
How could you use the information/knowledge?
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Daniel: key points
One-to-one therapy has no apparent advantages over lower-cost group activities
The film illustrates how teachers and coaches can contribute to therapy
Parents, carers and peers can also help.
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Learning outcome
You will understand the basic principles of collaboration with outside agencies.
Activity 4
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Ray: a year 6 pupil
Finds concentration difficult and can be disruptive. Often complains of a headache and sits apart
Reading is two years behind and progress is slow despite extra help
Does not like contributing to oral work in class
Enjoys painting.
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The SENCO calls a meeting of everyone involved.Which professionals did the SENCO contact after the meeting?
Ray: a year 6 pupil (continued…)
His mother and teacher have noticed that, sometimes Ray does not seem to hear them
He sometimes stays away from school.
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Ray’s story: 2
The meeting, with Ray’s agreement, decided on a referral to the school’s EP and the EWS
The EP observes Ray in class and suggests to the teacher Ray gets help with his oral communication
The EWO talked to Ray and his mother. Ray said he found it hard to understand lessons. His mother works in the evenings and cannot keep an eye on him all the time.
What suggestions for further referral did the EP and the EWO make?
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Ray’s story: 3
The EP referred Ray to a paediatrician to check out his headaches and asked for a hearing test
Ray agreed to the EWO’s suggestion to attend a good local arts centre that works with children but does not always go
The paediatrician found no obvious cause for the headaches although tension in class could contribute to them
The hearing test confirmed Ray has normal hearing.
Who did the EWO and the paediatrician bring in next?
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Ray’s story: 4
The EWO contacted an arts outreach officer. Ray expressed interest in some of the activities on offer and attended the first one
The paediatrician asked the speech and language therapy service to assess Ray, who was found to have a significant receptive language impairment that affects his ability to process oral language.
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Ray’s story: 5
The SLT could:
explain the effects of Ray’s impairment on his learning
offer strategies to support him in class and to improve his communication
commit to attending regular meetings and monitoring Ray’s progress
advise on strategies and curriculum modification
model strategies, if appropriate, and
work directly with Ray, if appropriate.
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Ray’s story: 5 (continued…)
The teacher could:
agree strategies to support Ray
collaborate on curriculum modification and setting appropriate objectives for Ray
try to attend meetings with the therapist
ensure other adults working in class understand what should be done, and
work with others on Ray’s social involvement, particularly at breaks and lunchtimes.
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A happy ending
Everyone played their part
Ray became more confident in class
He began to enjoy lessons and learn
He is taking up activities and producing some fine pieces of artwork
Both he and his mother say that he is much happier in school and that his results are improving.
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Activity 5
Learning outcomes
You will:
gain insight of a school system for inclusion in action, and
be aware of the roles of all concerned.