Inclusion

Built on training material from:TDA 2009 Special educational needs and/or disabilities Training toolkit TDA

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Learning Objectives

−understand the concept of special educational needs−understand the SEN duties set out in the SEN Code

of Practice 2001−know the key elements of an effective education plan−You will learn how to base your expectations of what pupils

with SEN and/or disabilities can achieve on accurate assessment and tracking their progress against predictions derived from national data sets

−You will know how to adapt your planning to take account of learning objectives, teaching approaches and strategies for pupils with SEN and/or disabilities

−TS 1, TS 2, TS 5, TS 6

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SEN− Currently just over1:5 children (1.7million) are identified as

having SEN (Ofsted 2010)− In 2007/08 there were:

−8,130 permanent exclusions from English schools−383,820 ‘fixed period’ exclusions

− Pupils with SEN are eight times more likely to be permanently excluded from school than the rest of the school population

− Currently pupils identified with SEN are disproportionately from disadvantaged backgrounds, are much more likely to be absent from school and achieve less well than their peers. (Ofsted 2010)

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Definition of specialeducational needs

“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they have a significantly greater difficulty in learning than the majority of children of the same age or have a disability which prevents or hinders them from using educational facilities of a kind generally provided for children of the same age in schools in their areas.”

DfES, 2001

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Areas of need from the SEN Code of Practice 2001

−Cognition and learning −Communication and interaction−Behavioural, emotional and social −Sensory and physical

True or False?− Fewer pupils have SEN in secondary schools than in primary

schools − Research-based class teaching methods − for example, for

teaching reading − can more than halve the proportion of pupils with SEN

− Summer-born pupils are more likely to be identified as having SEN than pupils born in the autumn

− Nearly one in three nine-year-old boys is identified as having SEN

− Pupils with SEN are more than twice as likely to be living in poverty (eligible for free school meals) as pupils without SEN

− Boys make up 73 per cent of pupils with statements of SEN (pupils with the more severe types of SEN)

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Cognition and learning needs include:−specific learning difficulties (SpLD)−moderate learning difficulties (MLD)−severe learning difficulties (SLD)−profound and multiple learning difficulties (PMLD)Behavioural, emotional and social needs include: −behavioural, emotional and social difficulties (BESD)Communication and interaction needs include:−speech, language and communication needs (SLCN), −autistic spectrum disorders (ASD).Self study materials available at: tda Special educational needs

and/or disabilities training toolkit

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Sensory and/or physical needs include:−visual impairment (VI)−hearing impairment (HI)−multi-sensory impairment (MSI)−physical disability (PD)−Pupils with medical needs are usually included in the

sensory and physical needs section.

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Key people in school with SEN responsibilities

− Headteacher− All teaching and non-class-based support staff− Curriculum leaders− Governing body− SEN governor− SENCO

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Role of the SENCO (Inclusion Co-ordinator)

− Oversees the day-to-day operation of the school’s SEN policy

− Coordinates provision for pupils with SEN− Liaises with teachers− Manages teaching assistants− Oversees the records of pupils with SEN− Liaises with parents/carers− Contributes to in-service training− Liaises with outside agencies

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A graduated approach

− School Action/Early Years Action− School Action Plus/Early Years School Action Plus− Statement of SEN

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School Action/Early Years School Action

− Interventions that are additional to or different from those provided as part of a school’s ‘normal differentiated curriculum offer and strategies’

− Parents must be informed

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School Action Plus/Early Years School Action Plus

− Interventions at School Action are not working− Advice from external services likely to be sought− SENCO and others collaborate on providing different

approaches and teaching materials

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Statutory assessment

−Only necessary if the school cannot provide all the help a pupil needs

− Initiated by parents, schools or external agencies−Local authority collects evidence to assess pupil’s

needs and decide if a statement is necessary − If necessary, a statement of SEN is drawn up−Statement sets out the pupil’s needs and the provision

that must be made to meet them

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Key elements of effectiveeducation plans

−Indication of pupils’ strengths and interests−A few clearly worded targets−Timescale for reviewing progress−Success criteria−Strategies for providing ‘additional and different’

approaches

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An education plan worksbest when…−it is well written−everyone teaching the pupil knows the targets and implements

the plans when preparing lessons−the pupil and parents/carers are involved in the plan’s

preparation and review−review of success is carried out with care and any necessary

changes to provision are made−targets and strategies are supported by a whole-school

approach to curriculum and learning

Smart targets

− Specific− Measureable− Achievable− Relevant− Timed

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Choosing learning objectives

−Sometimes pupils with SEN and/or disabilities can follow the same learning objectives as the class or year group

−Sometimes they will need learning objectives that are linked to the class topic, but from earlier in the progression

−Sometimes pupils with SEN and/or disabilities need individual objectives that meet their particular needs − different from those of the rest of the class

Differentiation

−Task

−Support

−Classroom organisation

−Resources

−Learning/cognitive styles

−Outcome

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P scales

−Provide a map of attainment below level 1 in the National Curriculum

−Provide a way of assessing pupils’ achievement below level 1 of the National Curriculum

−Used once or twice a year to decide on a pupil’s next steps in learning

More information available on Moodle Inclusion page

Good teachers of children with SEN (Ofsted 2008)

−were skilled communicators−enjoyed the responsibility for ensuring all pupils made good

progress−had a good understanding of what led to good learning, and

adapted their teaching, and adapted their teaching in the light of this to ensure that all pupils, including those with learning difficulties and/or disabilities, made good progress academically, personally and socially

−had very effective strategies for establishing clear classroom rules, based on respect for all pupils and high expectations of effort and achievement

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−understood the need to teach new concepts well and made sure that pupils with learning difficulties and/or disabilities received high-quality teaching at key times during a sequence of lessons.

−monitored the effectiveness of other adults’ work to ensure that their classroom organisation helped all pupils to make good progress

−provided a range of opportunities−to enable pupils with learning difficulties and/or

disabilities to take greater responsibility for their own learning

Ofsted (2008) How well new teachers are prepared to teach pupils with learning difficulties and/or disabilities Reference No: 070223 Crown copyright

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High expectations: TS 1

Set high expectations which inspire, motivate and challenge pupils•Establish a safe and stimulating environment for pupils, rooted in mutual respect•Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions•Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

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Expected national curriculum levels

Key stage 1: levels 1−3Expected attainment at the end of KS1 (age seven) is level 2

Key stage 2: levels 2−5Expected attainment at the end of KS2 (age 11) is level 4

Key stage 3: levels 3−7Expected attainment at the end of KS3 (age 14) is level 5−6

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School report extracts

−Robert Graves−Stephen Fry−James Dyson−Albert Einstein−Beryl Bainbridge−Richard Dawkins (biologist)−Diana, Princess of Wales

−Mentally slow, unsociable and adrift forever in his foolish dreams−She must try to be less emotional in her dealings with others−Well, goodbye X, and remember that your best friend is the waste

paper basket−Though her written work is the product of an obviously lively

imagination, it is a pity that her spelling derives from the same source

−He has glaring faults and they have certainly glared at us this term−He has only three speeds: slow, very slow and stop−I cannot but believe that he is really quite intelligent, and I expect it

will be brought out somehow, somewhere

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Further Reading/Self Study Tasks

Tda Special educational needs and/or disabilities training toolkit. Self study resources on areas of SEN available athttp://www.tda.gov.uk/teacher/developing-career/sen-and-disability/sen-training-resources/one-year-itt-programmes/self-study-tasks.aspx

DCSF; Inclusion Development Programme e-learning modules on:BESD (Primary and EYFS); Autism Spectrum; Dyslexia and SLCN; and SCLN (EYFS) available athttp://webarchive.nationalarchives.gov.uk/20110202093118/http:/nationalstrategies.standards.dcsf.gov.uk/search/inclusion/results/nav:46335

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