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Inclusion: Special Needs

Inclusion: Special Needs. QTS: Q3, Q6, Q18, Q19 The implementation of the Code Of Practice in the school Provision for Students with EAL and more able students The role of teaching assistants The role of the SENCO in the school

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Inclusion: Special Needs

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  1. Inclusion: Special Needs QTS: Q3, Q6, Q18, Q19 The implementation of the Code Of Practice in the school Provision for Students with EAL and more able students The role of teaching assistants The role of the SENCO in the school Other professional/ colleagues who support pupils with additional needs.

  2. SOUTH WEST INITIAL TEACHER EDUCATIONPROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS The people involved in the production of this presentation were: Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St John Gini Wells, Littletown Primary Lynda King, University of Exeter

  3. Introduction Special needs in schools is governed by the Code of Practice. This underpins all Special Needs practice in schools, ensuring inclusion and equal entitlement for all. It considers: • Legalities • Entitlement • Provision

  4. What does this look like in school? • Most schools take part in an exercise called Provision Mapping. This maps out the needs of the whole class, identifying groups, their needs and the level of support needed.

  5. What does this look like in school ? On Provision Maps groups will be identified in a number of ways. Wave 1, 2 or 3 or School Action, School Action Plus and Statemented. These groups will be supported by an IEP, (Individual Education Plan) and GEP (Group educational Plan).

  6. Terms explained! • School Action- a pupil who is identified as having a specific weakness in an area. • School Action Plus- intervention strategies used with the possibility of some withdrawal inputs, there might be some referrals to outside agency • Statement-a pupil with an educational statement usually has a multitude of needs, requiring dedicated funding, possibility of their own TA and have special dedicated SEN time.

  7. Specific Needs • Pupils might have a need in any one of the following categories. • Cognition and learning • Behaviour, emotional and social development • Communication and interaction • Sensory and physical

  8. Outside agencies • There are a range of agencies that are available to provide support and advice for schools. Within Devon/Plymouth these are just some of them; CIT – Communication and Interaction Team CAMs- Children and mental health EMAS-Ethnic minority advice service BST- Behaviour support team PALS- Plymouth Advisory Learning Support. S/L- Speech and language EP- Educational Psychologist Health Why not try and research what other groups there are available in your area to support pupils learning in order to ensure total inclusion?

  9. Special units To ensure inclusivity and integration some schools have specialized units to help support pupils in mainstream education. These can include: HI ( Hearing Impairment) Autism Speech and Language Visual Impairment.

  10. Roles in school Three crucial roles in school to support pupils with SEN needs: • Class teacher • Special Needs Coordinator (SENCO) • TA ( Teaching Assistant)

  11. SENCO This role varies between schools, but core principles are the same. This member of staff could be class based or non class based, full time or part time depending on the schools needs and budget! • Coordinate and compile paperwork • Carry out any initial assessments • Organise and facilitate use of SEN resources • Oversee and monitor provision mapping • Take part in the deployment of TAs • Dedicated teaching time for withdrawal groups • Coordinate the use of intervention strategies • Deliver any necessary CPD to teaching staff

  12. TA This role has changed greatly in recent years. The role varies between schools. They can be used to • Deliver intervention programmes • Support learning directly within class • Run social and communication groups • Work with specific individuals on individualised learning programmes • Monitor and assess pupils learning • Observe These are just a few examples of their role.

  13. HLTA • The Higher level Teaching assistant • Recent innovation • Plan deliver and assess elements of pupils learning. • Support individual or groups of pupils.

  14. Task • Look at the roles of SENCO, TA and HTLA • How are these roles fulfilled in your current practice school?

  15. Parents • Parental involvement is core to ensuring SEN pupils are supported. Involvement in IEPS Review process Any referrals to outside agencies Regular liaison with class teacher, TA and SENCO Continuation of learning at home.

  16. Challenge time! • Using the case study put yourself in the teacher and SENCO shoes and think how you could support TINA in her learning?

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