Year 1 PS Learning and SEN

1. Year 1 PSLearning and SEN Factors affecting effective learning for children with Special Educational Needs (SEN) Making inclusion happen

2. Factors affecting effective learning for children with Special Educational Needs (SEN). Making inclusion happen

3. Factors affecting effective learning for children with SEN: Inclusion means that all children need to have access to high quality learning opportunities.

4. Inclusion Educational inclusion is about creating a secure, accepting, collaborating and stimulating school in which everyone is valued, as the foundation for the highest achievement for all pupils. Three principles for inclusion: • Setting suitable learning challenges • Responding to pupils’ diverse learning needs • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

5. Inclusion is about recognising an individual’s additional support needs, and doing something to support the individual. Example: recognising need – family and community

6. Inclusion is about recognising an individual’s additional support needs, and doing something to support the individual Example: recognising need - Autism

7. Factors affecting effective learning for children with SEN: • Labelling children • Howard Gardner (MI)

8. What’s in a name?Labelling.. • What labels do you have? • Does the label affect how you view yourself? • How do others view you when you have this label?

9. Special Educational Needs • Think back to your time in school - as a pupil what do you think of when you hear a pupil described as having special educational needs?

10. Being a slow reader I - am - in - the - slowread - ers - group - my - brother - is - in - the - football - team - my - sisteris - a - server - my - little - broth - er - wasa - wise - man - in - theinfants - christ - mas - playI - am - in - the - slowread - ers - group - that - isall - I - am - in - Ihate - it.

11. SEN TodayUnder the SEN Code of Practice (2002) children have a learning difficulty if they…… • Have a significantly greater difficulty in learning than the majority of children of the same age; or • Have a disability which prevents or hinders them from making use of local educational facilities • Are under compulsory school age and fall within the definitions above

12. The Code of Practice – Fundamental Principles • A child with SEN should have their needs met • The special educational needs of children will normally be met in mainstream schools • The views of the child should be sought and taken into account

13. Fundamental principles continued • Parents have a vital role to play in supporting their child’s education. • Children with SEN should be offered access to a broad, balanced and relevant education, including an appropriate curriculum for the Foundation Stage and the National Curriculum.

14. Provision for SEN • Initially schools are expected to make provision from within their existing resources. • They develop a graduated response to a child’s needs, only calling on further funding and specialist provision when a child’s progress continues to cause concern.

15. Working from the child’s strengths is a fundamental principal of the CoP This is stated in five different places within the code: 4:19, 5:17, 5:26, 5:39, 6:28. Example: All schools will through their cycle of observation, assessment, planning and review make provision for increased curriculum differentiation, curricular adaptations and pastoral or disciplinary procedures dependent on the individual child’s strengths and weaknesses. A variety of approaches should be employed to maximise the achievement of all pupils. Code of Practice 5:17

16. SEN - looking for strengthsHoward Gardner’s MI • Linguistic intelligence ("word smart") • Logical-mathematical intelligence ("number/reasoning smart") • Spatial intelligence ("picture smart") • Bodily-Kinaesthetic intelligence ("body smart") • Musical intelligence ("music smart") • Interpersonal intelligence ("people smart") • Intrapersonal intelligence ("self smart") • Naturalist intelligence ("nature smart")

17. Factors affecting effective learning for children with SEN: • Partnership with parents • Pupil voice

18. Parents and teachers • If you were/are a parent what do you think your values and objectives would be/are for your child? • When you are a teacher what do you think your values and objectives will be for the children in your class? • What links are there between the parents and teachers values and objectives?

19. Approaches to parent/professional relationships (Cunningham & Davies 1985) • ‘Expert model’ Professionals are the experts on all aspects of a child’s functioning - therefore maintaining control over decisions. Parents’ role – to receive information and instructions. Encourages parents to be submissive and dependent • ‘Transplant model’ Professionals are the main source of expertise, with parents seen as a resource .e.g hearing reading, helping with homework May make assumptions about parents skills/ability levels/home environment

20. Partnership model • Teachers are the experts in education and how children learn • Parents are the experts in their children

21. What makes a good partnership? Ferdinand and Vidic Best Defensive Pair in Europe!

22. What is meant by partnership? • A successful partnership needs a two-way flow of information, knowledge and expertise. • Important features- mutual respect, working together, good listening skills, clear agreed aims. • “… a sense that each partner brings something different but of equal importance to the relationship.” (Pugh 1989)

23. SEN Code of Practice • Parents hold key information and have a critical role to play in their child’s education. • They have unique strengths, knowledge and experience to contribute to the shared view of the child’s needs and the best ways of supporting them. • The work of professionals can be more effective when parents are involved and account is taken of their wishes, feelings and perspectives on their developments. COP p16

24. Thunk! If parents and teachers have different values and objectives for a child, does the child learn more or less? Turn and discuss this with your Thunk partner!

25. Effective learning Pupil voice

26. Examples in our own lives of when we have a voice: • When we vote; • When we fill in an evaluation form/ questionnaire; • During a meeting (large or small); • When someone asks us our opinion; • When we give our opinion. What would you say are the important features about having a voice?

27. Pupil voice legal responsibility • Children and young people have a right to be heard and play a part in the decisions that affect them. United Nations Convention on the Rights of the child (Article 12)

28. Pupil voice: legal responsibility • Children and young people should where possible participate in all the decision-making processes that occur in Education. They should feel confident that they will be listened to and that their views are valued. • SEN CoP 2001

29. CoP • Where children have attended a primary school that encouraged pupil participation and sought the views on a range issues, it will be possible to build upon these positive experiences in the secondary sector. • CoP 2001 p.29

30. Why pupil voice: beyond legislation • The pupil voice movement represents a new departure because it is based on the premise that school should reflect the democratic structures in society at large. Under this conception the school becomes a community of participants engaged in the common endeavour of learning. Flutter, J. and Rudduck, J. (2004) Consulting pupils: what’s in it for schools? London: RoutledgeFalmer

31. Things you might like to ask children about: • What makes a good learner? • What makes a good friend? • What to do when I need help? • When I’m angry; • All about me; • Things that help me learn; • School, class; • A school subject; • Play time; • What help would I like in the future.

32. Thunk! • If a child asks for something they think they really need and an adult doesn’t give it, has the adult let the child down? • Turn and discuss this with your Thunk partner!

33. Factors affecting effective learning for children: • Every Child Matters • Working with individuals

34. What are our equal rights • Think about all the times in your life when you want to have the same rights as the everyone else?

35. Individual needs • Think about all the times in life when you want your individual needs to be recognised?

36. Every Child Matters is fundamentally about including every child in a good quality of life. • stay Safe • are Healthy • Enjoy and achieve • achieve Economic and social well-being • make a Positive contribution Every Child Matters: Change for Children in Schools DfES 2004)

37. Recognising the needs of children with SEN

38. Thunk! • If we treat everyone the same does that mean it’s fair to everyone? • Turn and discuss this with your Thunk partner!

39. Equity and equality opportunities Equal opportunities Equitable opportunities They may sound similar, but in reality they have very different characteristics…

40. Equitable opportunities Equal opportunities Equal and equitable opportunities are central to the ethos of teaching children with additional support needs. • Equal opportunities – the right to a high quality education for all children. • Equitable opportunities – supporting each child with their individual needs by personalising their learning.

41. I hear and I forget. I see and I remember. I do and I understand. Confucius Next your seminar workshop: • Intelligence; • Family and Community, the individual as a learner; • Social relationships (linked to behaviour management and SEAL).