are all children special?. this paper is about gaps in the discussion of sen, disability and...
TRANSCRIPT
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Are all children special?
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This paper is
•about gaps in the discussion of SEN, disability and inclusion
•a draft
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This paper is not about
• Definitions: SEN, disability, inclusion
• Behaviour, autistic spectrum disorder or ICT
• The wonderful places that are ahead on everything inclusive
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Two icebergs (not the pack)
• Inclusion is very slow
• Not much difference in the figures between 1999-2003
• Guidance on SEN and curriculum either poorly distributed or at the tail of activity
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Key issue
• How do you manage the shifting parameters of roles of all services while giving more responsibility to the ‘front-line’
and developing the highest standards for minorities within whole-institution development?
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The adbiz anxiety generators
• Are you wearing the right clothes?
• Do you smell right?
• Is your car adequately powerful and lively?
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The edbiz anxiety generators
• Will they get the right results?
• Will they be secure at all times?
• Will those children be in their class and affect their learning?
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Individual planning
• Targets relating to SEN are part of normal school processes
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Individualised or Personalised Support?
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Inclusive Planning
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The Inclusion Statement
• ‘the more important agenda is how to develop a pedagogy that is inclusive to all learners’Davis and Florian 2004
• Setting high expectations
• Providing for the diversity of learners
• Providing for groups and individuals
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Expectations
• Let me get this straight: we are going to catch up with the rest of the class by going slower than everyone else.
Bart Simpson
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Expectations
•Pupils withdrawn for substantial literacy support should make double the normal rate of progress
Primary National Strategy
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Expectations
•Expectations for SLD/PMLD under-investigated
•Need to offer many ways to success within right structures and right teaching approach
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Speech Language and Communication
• The greater part of the provision for school-aged children with speech and language needs should be embedded within the curriculum and take the child’s educational context into consideration.
• Services should work together to appraise the level and type of inequities in existence, and put appropriate mechanisms in place to address these inequities.
• There should be a comprehensive accredited system of educational and training opportunities for all staff working with children with speech and language needs.
• DfEE RR 239
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Multi-sensory or ‘primary’
• We all benefit from learning which involves our brain’s diversity of paths
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The Governments SEN Training strategy
• Basis: what all should know• Specialist in-school support &
learning opportunities• Specialist out-of-school support & learning opportunities• Nothing about subject leadership
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Threads for development
• National emphasis on oral language/communication development in the classroom
• OFSTED report on any BESD provision to include standard section on specialist communication support
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Threads for development(2)
• Longitudinal studies of trajectories of attainment for students with learning difficulties, particularly through secondary onwards
• National campaign asserting that the least schools can do for an inclusive society is to ensure that they are open to the full diversity of learners
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Threads for development(3)
• raise status of subject/curriculum area developers by putting subject/etc associations on properly funded basis with explicit links to national policy on SEN. Incorporate work with Strategies
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Threads for development(4)
• Nest at local level:– Children’s Service Planning– School Improvement– Curriculum Development for SEN and
Disability (including assessment) cf DDA Planning Duties
– Incorporate specialist/mainstream provision joint working
– Share across LEA: use SEN strategy training plan with additional commitment to subject leadership in and out of school