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Inclusion Development Programme

Inclusion Development Programme. CPD Networks – Autumn Term 2008 SEN Advisory Team. Outcomes. By the end of our session you will have: Awareness of recommended resources, particularly around developing inclusive teaching and learning, and how to access them

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Inclusion Development Programme

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  1. Inclusion Development Programme CPD Networks – Autumn Term 2008 SEN Advisory Team

  2. Outcomes By the end of our session you will have: • Awareness of recommended resources, particularly around developing inclusive teaching and learning, and how to access them • Identified one aspect of the IDP that you will used in your school this term • Considered questions to discuss with HT and SLT around pupil progress

  3. Outline 1:30: Overview of the IDP 1:50: Navigation of the IDP 2:00: Dyslexia - background and barriers 2:30: Break 2:45 Dyslexia – overcoming barriers

  4. Why? All pupils in your school are taught and supported by staff who are all knowledgeable and confident in identifying best ways for them to learn and make good progress

  5. Purpose This resource has been designed to serve two purposes: • To support HT, SENCos and leadership teams in planning to raise the attainment of pupils with dyslexia and other literacy needs and pupils with SLCN as part of the annual cycle of school improvement • To support teachers and support staff in their planning for inclusion in the further development of teaching strategies to effectively meet the needs of pupils with dyslexia or SLCN

  6. The IDP is a resource to support: • Self evaluation • Staff CPD • Learning and teaching • Partnership

  7. Aims of IDP • Improve outcomes for all pupils by helping schools and settings to develop more inclusive practices • Promote the early recognition of signs of difficulties with dyslexia or SLCN • Increase the confidence and knowledge of all practitioners and teachers so that they can make adjustments that will narrow the gap between pupils with different types of SEN and their peers • Support schools and settings to become for effective at strategic approaches and responses to the diverse needs of individual pupils

  8. Implications What are the implications for your school? • How can the IDP broaden your understanding / awareness of pupils who may be vulnerable in their learning ? (e.g. hidden disabilities) • What progress do pupils with SLCN and dyslexia make in your school? • How can ideas from IDP be included in your school’s data analysis as part of self evaluation?

  9. Audience • Practitioners in EYFS/schools and settings and child minders • Primary teachers and TAs • Secondary teachers and TAs • Headteachers and senior leadership teams • ITT institutions and trainee teachers • Inclusion services, SSE and SLT

  10. Partnerships Afasic The Communication Trust I CAN Xtraordinary people Royal College of Speech and Language Therapists British Dyslexia Association Dyslexia Action Helen Arkell Centre Professional Association of teachers of students with SpLD

  11. IDP online: Cross Phase SEN/LDD-focused area on the Standards site: • http://www.standards.dfes.gov.uk/primary/features/inclusion/sen/ (via the National Strategies site) • http://www.standards.dcsf.gov.uk/sen (via the Department for Children, Schools and Families site:

  12. Context Removing Barriers to Achievement, 2004 Higher Standards, Better Schools for All, 2005 Education and Inspection Act, 2006 Key messages from HMI, 2005 2020 vision, 2007 Making Good Progress, DCSF 2007 The Children’s Plan, DCSF 2007 Hertfordshire’s JAR 2007 Hertfordshire’s CYPP 2008/9

  13. Future 2008 – 2009 • Speech, Language and Communication • Dyslexia 2009 -2010 • Autism Spectrum Condition / Disorders 2010 + • Behavioural, Emotional and Social Difficulties (BESD) • Moderate learning Difficulties (MLD)

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