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Inclusion Development Programme

Inclusion Development Programme. Trafford Equalities Conference July 2008. 4 Key Aims of IDP. Improve outcomes for all pupils by helping schools and settings to develop more inclusive practices Promote early recognition and intervention

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Inclusion Development Programme

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  1. Inclusion Development Programme Trafford Equalities Conference July 2008

  2. 4 Key Aims of IDP • Improve outcomes for all pupils by helping schools and settings to develop more inclusive practices • Promote early recognition and intervention • Increase the confidence and knowledge of all practitioners and teachers • Support schools and settings to become more effective at strategic approaches and responses to the diverse needs of individual pupils.

  3. IDP – Focus Areas • 2008: Dyslexia and Speech language and Communication needs (SLCN) • 2009: Autistic Spectrum Disorder (ASD) • 2010: Behavioural Emotional and Social Difficulties (BESD) • 2011: Cognition Primary & Secondary DVD; EY separate DVD with booklet - linked to EYFS

  4. IDP policy and context • National Strategies Primary Framework and Secondary Strategy • Higher Standards, Better Schools For All • The Disability Discrimination Act • The Statutory Framework for the Early Years • Every Child Matters • Removing Barriers to Achievement • Disability Equality Duty

  5. Contents of the Primary/Secondary DVD and website 3 main sections in the DVD and website: • Guidance for Head teachers & leadership • Foundation Level knowledge units –Dyslexia/specific learning difficulties • Foundation Level Knowledge units -SLCN This content appears under the headings of: • Background; Barriers; Removing barriers.

  6. Using the resource This resource is valuable when: • your school level data reveals that groups of pupils, or individual pupils, are not making progress • the IDP documents Staff self-evaluation: the achievement of pupils with dyslexia and Staff self-evaluation: the achievement of pupils with SLCN) reveal that some staff lack confidence, knowledge and skills in making the adjustments necessary to secure pupil progress

  7. Using this resource effectively It should be used: • collaboratively to make a fundamental change to the school's approach to inclusion • individually to improve your background knowledge and planning • flexibly, accessing units according to specific needs http://www.standards.dcsf.gov.uk/primary/features/inclusion/sen/

  8. Impact To secure maximum impact leaders and managers should: • link the use of this material with whole-school improvement priorities • use the CPD and other resources as part of a whole-school approach • implement arrangements for the monitoring and evaluation of impact on learning & draw up an IDP action plan

  9. Dissemination & Implementation in Trafford • SEN Hubs-Liverpool will support/share. • Introduce to Head teachers • Introduce to SENCOs-Disseminate Materials • Target 4 Leading Practice Schools • Share good practice/Use in training • Evaluation & Plan next phase

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