Inclusion

1. Inclusion Introduction to Special Educational Needs and the Code of Practice 30th September 2011

2. SEN – what do we know? A quiz: • What do the following acronyms stand for? IEP/ PEP/EBD/ADHD/ASD/PRU/IU/NFER? • What is “The Register”? • What are the three basic categories of SEN support? • How is SEN support funded? • How is the need for support identified?

3. And……………………. • What is defined as a “difficulty with sequencing”? • And as “ an impairment of organisation of movement, also associated with language and communication difficulties”? • And as a condition characterised by self-absorption and a reduced capacity to communicate with the outside world? • What is a milder form of the above? • What are its characteristics, in everyday terms? • What is a “Statement”? What does it signify?

4. Experiential Learning Right-hander – paper position Left-hander – paper position

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8. QUESTIONS FOR REFLECTION/ DISCUSSION In small groups, spend a few minutes discussing this exercise. Consider: • What issues (about education for children with special needs) does it raise? • If this had been part of a lesson, how could it have been made more inclusive? • What help did you get? • What help did you need? • How did you behave?

9. Objectives • To understand key terms such as inclusion, and SEN • To know the extent of a teacher’s responsibilities in relation to the Code of Practice. • To begin to consider how to meet individual learners’ needs in a class • To identify strategies for working with support staff in school.

10. Inclusion • The term ‘inclusion’ underpins the Government approach to difference and diversity in schools. • What does the term mean? What emotions are associated with the terms inclusion and exclusion? Continue the list below: InclusionExclusion valued rejected

11. A child has special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. (Education Act 1996, section 32) Children have a ‘learning difficulty’ if: Have a significantly greater difficulty in learning than the majority of children the same age; or Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age… (DfES 2001)

12. SEN and Exclusion • 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

13. A brief reminder of how EVERY child matters…the ECM outcomes • Being healthy • Staying safe • Enjoying and achieving • Making a positive contribution • Achieving economic well-being

14. A brief history of Inclusion • 19th century: idiots, imbeciles and feeble-mindedkept in hospitals • 1970: Education (Handicapped Children) Act took severely subnormal children from healthcare into education • 1981: Education Act introduced the definitions of ‘special educational needs’ and ‘special educational provision’ • 1994: Salamanca statement on the rights of children with SEN to a mainstream school place • 1994: SEN Code of Practice set out procedures for assessing pupils’ SEN and making provision for them

15. A brief (recent) history of inclusion • 2000: National curriculum inclusion statement • 2001: SEN Code of Practice updated and Inclusive Schooling’s framework for inclusion introduced • 2002: Disability discrimination law extended to schools • 2004: ‘Removing barriers to achievement’ – embedding inclusive practice into every school setting • 2005: Disability equality duty and schemes introduced

16. Three principles of inclusion • Setting suitable learning challenges • Responding to pupils’ diverse learning needs in a safe and secure environment and creating a culture of high expectation of all pupils. • Overcoming potential barriers to learning and assessment of individuals and groups of pupils. ‘teachers must address the needs of the minority of pupils who have particular learning and assessment requirements which, if not addressed , could create a barrier to learning.’

17. The responsibilities of schools (DfES 2001) • To publish a SEN policy • To appoint a Special Educational Needs Co-ordinator (SENCo) to develop policy and monitor implementation of the policy • To report to parents • To identify those with special needs and make reasonable adjustments to teaching and assessment(s)

18. Your findings from your own observations • In each group spend a couple of minutes exploring what you have observed/encountered thus far in relation to SEN provision in your school. • As a group begin to identify any common themes that emerge from your collective observations.

19. General Teaching requirements • Along with your subject NC you also have to consider the : • Use of language and texts • Use of ICT • The importance of Health and safety

20. The Code of Practice • The revised code of practice, implemented in January 2002, provides a framework for developing strong partnerships between parents, schools, Local Authorities and health and social services. It promotes a consistent approach to meeting children’s SEN and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making whenever possible. • (www.teachernet.gov.uk/teachinginengalnd/detail.cfm?id=390)

21. The Code of Practice is informed by the following principles: • A child with special needs should have his/her needs met. • The special needs of children will normally be met in mainstream schools. • The views of children should be sought and taken into account. • Parents have a vital role to play in supporting their child’s education • Children with SEN should be offered full access to a broad, balanced and relevant education, including and appropriate curriculum for the foundation stage and the NC.

22. The Code of Practice provides guidance on: • The graduated response to SEN • Characteristics of different categories of SEN • Meeting the needs of different characteristics of SEN • Monitoring students’ progress • Additional resources needed in mainstream school. • Glossary

23. Categories of SEN 1. Cognition and learning difficulties • specific learning difficulties (SpLD) • moderate learning difficulties (MLD) • severe learning difficulties (SLD), and • profound and multiple learning difficulties (PMLD). 2. Behavioural, emotional and social needs include: • behavioural, emotional and social difficulties (BESD). 3. Communication and interaction needs include: • speech, language and communication needs (SLCN), and • autistic spectrum disorders (ASD). 4. Sensory and/or physical needs include: • visual impairment (VI) • hearing impairment (HI) • multi-sensory impairment (MSI), and • physical disability (PD). Pupils with medical needs are usually included in the sensory and physical needs section.

24. A case study In your designated groups, research and be prepared to present (briefly) your given special need from the list below:- • Asperger’s Syndrome • Dyslexia • ADHD • Dyspraxia Include a brief definition, a description of how the problem affects learning and some classroom strategies.

25. Assessment and Intervention (DfES 2001)

26. Individual Education Plans • Overseen by SENCo • Identify short-term achievable targets related to SEN • Identify success criteria • Identify the strategies/provision to meet these targets (aka ‘SMART’ targets) • Reviewed regularly including an Annual Review

27. Examples of IEPs Look at the IEP you have been given. What are the implications of such a plan for your subject teaching? Consider: Planning, classroom organisation, learning tasks, role of the teacher, role of other pupils, Classroom assistant.

28. Role of the SENCo Key responsibilities usually include: • Overseeing the day to day responsibilities of the school’s SEN policy. • Liaising with and advising other staff. • Liaising with parents of SEN pupils • Liaising with external agencies • Co-ordinating provision for all pupils with SEN • Overseeing the records of all pupils with SEN • Contributing to the in-service training of staff

29. Role of parents • Parents should be consulted at every stage of the process • Be mindful of an emotional response to SEN label for their children

30. The role of support staff in lessons • Supporting specific pupils • Supporting groups of pupils • Liaising with the class teacher: before a lesson, during a lesson, after a lesson. What might be some general guidelines you could follow in order to work effectively with support staff to promote team work and support pupils’ learning?

31. SEN the wider work force • http://www.teachersmedia.co.uk/videos/the-wider-workforce

32. P scales: compulsory reporting from 2007 These are assessment criteria that have been developed to help assess pupils below National Curriculum level 1. The P scales have a number of functions in both mainstream and special schools. Staff can use the P scales to: • support summative assessment, enabling staff to make and record judgements about pupil attainment at the end of a year or key stage; • track individual pupils' linear progress towards subject-specific attainment at National Curriculum level 1 and beyond; • identify and record individual pupils' lateral progress by helping staff to look for related skills at similar levels across subjects; • The P scales are split into eight different levels with P1 being the lowest and P8 the highest. P1 to P3 are not subject specific. Progress within a P scale is important and it is good practice to observe, record and give credit for this.

33. A note about expectations • While there is a gap between the achievement of pupils with SEN and those without SEN, many pupils with SEN can and do achieve at levels similar to their peers. • Reaching the national expectations could constitute underachievement for one pupil but a good achievement for another. This will depend on their prior attainment and the progress they have made from the end of the previous key stage or previous year. • Recognising this, there is now an increased national focus on pupils’ progress between key stages. The national expectations are for all pupils – including those with SEN − to progress by at least two levels over a key stage.

34. A note about expectations cont… • There may be an assumption that many pupils with SEN at the lower levels of the National Curriculum and on the P scales can’t and don’t make two levels of progress, but: • over 60 per cent of key stage 1 pupils with prior attainment of P5 make two levels or more of progress in both English and maths by the end of key stage 2, and • over 20 per cent of key stage 2 pupils with prior attainment of P4 to P7 make two or more levels of progress in maths by the end of key stage 3. It is important to have appropriately high expectations of all pupils.

35. Taking this further….. Non-writing strategies support sheet. PLR tasks 1.10a – to be completed over a three week period.

36. School Report Extracts • Look at the extracts from the school reports. • Note around the text your responses to some of the language choices, implied values and messages being carried by these extracts.

37. Whose school report? Link the extracts to the following names • Beryl Bainbridge • Richard Dawkins • Albert Einstein • Harold Wilson • Rio Ferdinand • Diana, Princess of Wales • Stephen Fry • James Dyson • Robert Graves

38. Whose school report…? • Mentally slow…Albert Einstein • Try to be less emotional…Diana, Princess of Wales • Well, goodbye…Robert Graves • Written work is the product of a lively imagination…Beryl Bainbridge • They have certainly glared at us this term…Stephen Fry • He has only three speeds…Richard Dawkins • I expect it will be brought out somehow…James Dyson • One paced. Lacks concentration…Rio Ferdinand

39. SEN friendly approaches • The most common needs secondary teachers will encounter will be difficulties with reading and/or challenging behaviour. • Things to think about: • Structure – are my lessons well organised, paced, appropriately differentiated? • Engagement – are my lessons stimulating and enjoyable, do they include a range of activities to meet all learner’s needs? • Communication – are my instructions clear, concise, positive? Do activities place realistic demands on reading/writing, is material represented in a variety of forms? • Relationships – are these mutually respectful, establishing clear boundaries but with warmth and flexibility, learning centred? • Effective teaching of students with special needs is generally effective teaching.

40. Some really useful web sites • www.teachernet.gov.uk/wholeschool/sen/ • www.nasen.org.uk/ • http://www.literacytrust.org.uk/ • www.hello.org.uk

41. Objectives • To understand key terms such as inclusion, and SEN • To know the extent of a teacher’s responsibilities in relation to the Code of Practice. • To begin to consider how to meet individual learners’ needs in a class • To identify strategies for working with support staff in school.