Supporting Pupils with Special Educational Needs. June 2011 LASI /ASPIRE. Aims . To ensure an accurate definition of “special Educational Needs” To develop further understanding of teachers responsibilities towards pupils with SEN
At present, the term ‘special educational needs’ is used too widely. Around half the schools and early years provision visited used low attainment and relatively slow progress as their principal indicators of a special educational need. In nearly a fifth of these cases, there was very little further assessment.
Inspectors saw schools that identified pupils as having special educational needs when, in fact, their needs were no different from those of most other pupils. They were underachieving but this was sometimes simply because the school’s mainstream teaching provision was not good enough, and expectations of the pupils were too low. A conclusion that may be drawn from this is that many pupils are being wrongly identified as having special educational needs. Ofsted National SEN Review 2010
In 1931 there were 2.3 million cars on Britain’s roads and 7,000 deaths in motoring accidents.In 2006, there were 33 million cars on the Britain’s roads and only 3,150 deaths in motoring accidents.Discuss
Provision mapping curriculum areas
Being specific: – pupils should have an understanding and “ownership of the targets”
To be able to sit on the carpet without interrupting the teacher during registration on at least 3 days of the week
To consistently be able to take his turn when playing a board game with 1 or 2 of his peers
To be able to choose a piece of work she has done during the week that she is proud of and tell a friend the reasons for choosing it.
Discussion and flipchart exercise – pupils should have an understanding and “ownership of the targets”How do you currently, in your class make differentiated provision for :1. Slower, less experienced learners2. Pupils with a genuine special educational need?
TA only working with less able group
Individual pupils becoming over-dependent on TA support – TA impeding inclusion rather than facilitating it
TA becoming narrow-skilled
Lack of opportunity for teacher and TA to liaise and plan together so that TA is very clear about the learning objectives
Learning – pupils should have an understanding and “ownership of the targets”
Quality first teaching
Which of these strategies do you already use to support pupils with SEN?
Girls and – pupils should have an understanding and “ownership of the targets”
Others at risk of
and faith groups
English as an
by the local
Pupils who may be at risk of not being included