Inclusive practices (Unit 303: supporting learning). Inclusion was. Mental Deficiency Act 1913. Idiots Imbeciles Feeble-minded Moral defectiveness Blind Deaf Epileptic Physical defective. What is inclusion?. What is support?. What are the barriers to learning?.
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What is support?
What are the barriers to learning?
What resources do we need?
Warnock Report 1978 (suggested getting rid of labels-Handicapped, towards individualised learning)
Education Act 1870(ed for all)
Education Act 1981 (advocated integration and greater collaboration)
Special Education Needs Code of Practice for Wales 2002 ( Graduated Response)
Education Act 1944 (compulsory)
Education Reform Act 1988 (entitlement for all children – broad balanced curriculum-NC)
(DDA 1995 Part 4)
Children Act 1989(children with disabilities are children first)
Education Act 1993 CoP 1994 (staged referral – to statementing)
The Learning Country A Paving Documents 2001
Shaping the Future for Special Education An Action Programme for Wales 1999
Education Act 1996
(legal entitlement for parents to express wish)
Green Paper 1997 (increase inclusion –contribution LSAs)
‘This DDA Act requires settings/schools not to treat a disabled child ‘less favourably’ and to make ‘reasonable adjustments’
In practice this means to:
‘It is unlawful for schools to discriminate against disabled pupils for a reason relating to their disability, without justification’.
Disability Discrimination Act 1995
Developing inclusive practices
I assess and track my learners continuously.
I proactively develop my practice.
I monitor and evaluate impact; analysing data.
I identify the right provision for all learners.
I use evidence to evaluate and develop the quality of provisions.
Inclusive teaching: provision mapping
Observation / Monitoring / Marking
Broad and balanced curriculum, inc. intervention strategies
Liaison with family
Teaching & Behaviour Management
Use expertise through liaison with outside agencies and experts in school
Which of these do you overuse?
Can you give an example where you differentiated well? How did you know?
Pre-requisite cognitive skills for success in core curriculum areas
be accessible to all those involved in their implementation – pupils should have an understanding and “ownership of the targets”
To be able to sit at his table without interrupting the teacher during group sessions 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.
Which of these strategies do you already use to support pupils with SEN?
Think of what you think would be an ideal learning environment – blue skies thinking!
Role of support assistant/ teacher
What about the actual task? How should it be presented?
What about the child ? They must be ready to learn, feeling valued and confident in themselves and in the support they will get