4. What does “Special Educational Needs” mean to you? Personal Reflection What do you recollect about SEN from your own childhood/schooling? Do any images stand out? Can you recall any of the terms/expressions which you have come across in respect of SEN?

5. A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her The Education Act 1996

6. The Education Act 1996 (a) has a significantly greater difficulty in learning than the majority of children of the same age ; A child has a learning difficulty if he or she ... (b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority;

9. Range and Diversity of S.E.N.

10. Average classroom - 20% Statemented pupils – 2% Range of difficulties/disabilities The pupils with Special Educational Needs Inclusion means more pupils with SEN in mainstream schools!!

12. The S.E.N. Code of Practice 2001

14. The SEN Code of Practice 2001 “ Each child is unique” “ There is a wide spectrum of special educational needs that are frequently inter-related.” “ Children will have needs and requirements which may fall into at least one of 4 areas and many children will have inter-related needs.” “ The impact of these combinations on the child’s ability to function, learn and succeed should be taken into account.”

15. The SEN Code of Practice 2001 Categories of need 1. Communication and Interaction 2. Cognition and Learning 3. Behavioural, Emotional and Social Development 4. Sensory and/or physical

16. Categories of need from SEN code of practice 2001 Cognition and Learning Needs includes: Specific Learning Difficulty (SpLD) Moderate Learning Difficulty (MLD) Severe Learning Difficulty (SLD) Profound and Multiple Learning Difficulty (PMLD) Behaviour, Emotional and Social Development Needs includes: Behaviour, Emotional and Social Difficulty (BESD) Communication and Interaction Needs includes: Speech, Language and Communication Needs (SLCN) Autistic Spectrum Disorder (ASD) or Autism Spectrum Condition (ASC) Sensory and/or Physical Needs includes: Visual Impairment (VI) Hearing Impairment (HI) Multi-Sensory Impairment (MSI) Physical Disability (PD) Pupils with medical needs are usually included in the final section.

21. PGCE Session 1 A final thought…. Impairments are always very real but they may be disabling only to the extent that the external environment fails to provide the relevant supports… Medical and Social Models of disability

22. What do we mean by “Inclusion?”

27. Effective Inclusion Inclusive schools have: An inclusive ethos A broad and balanced curriculum for all pupils Systems for early identification of barriers to learning High expectations and suitable targets for all pupils

28. Inclusion The National Curriculum “ Inclusion Statement ” 3 principles: 1. Setting suitable learning challenges 2. Responding to pupils’ diverse learning needs 3. Overcoming potential barriers to learning

32. Inclusion Pupils with SEN in Social Sciences - independent learners? 1. Independent tasks – clearly explained & modelled 2. Clear guidelines and well-defined parameters 3. Time limits and updates 4. Prompts, both verbal and visual 5. Scaffolded support in pairs or small groups 6. Adult guidance before ‘having a go’ themselves Maximising Progress: ensuring the attainment of pupils with SEN. KS3 National Strategy 2005 (DfES 0105-2005)

33. PGCE Session 1 Inclusion “ Inclusion is not a matter of where you are geographically, but of where you feel you belong.” (Warnock, 2005) “ There are many children, and especially adolescents, identified as having special educational needs, who can never feel they belong in a large mainstream school.” (Warnock, 2005)

34. The S.E.N. Code of Practice 2001

35. The SEN Code of Practice Special Educational Needs Code of Practice November 2001 A 3 Stage (Graduated) Approach School Action School Action Plus Statemented provision

36. School Action: When a class teacher identifies that a pupil has SEN they provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum. An IEP is usually devised. Special Educational Needs Code of Practice November 2001 School Action Plus: When outside agencies are brought in to help with provision for the pupil. A new IEP is usually devised. Statement of SEN: A document issued by the LEA to show what provision should be made for a child with SEN.

37. Individual Education Plan: A planning, teaching and reviewing tool which should: Raise achievement for pupils with SEN Be a working document - simple format, jargon free Detail provision additional to or different from those generally available for all pupils Detail targets (max 3 or 4) which are extra or different from those for most pupils Should result in… Good planning and intervention by staff Achievement of specific learning goals for pupils with SEN

39. PGCE Session 1 Protection from discrimination Two key duties: responsible bodies: * must not treat disabled pupils less favourably *must make reasonable adjustments for disabled pupils SEN and Disability Act 2001

40. PGCE Session 1 Less favourable treatment Disability discrimination is less favourable treatment than that received by someone else - for a reason related to the pupil’s disability - when it cannot be justified

42. PGCE Session 1 Personal Reflection Which of the following might be a reasonable adjustment? a) choosing an accessible venue for a school trip b) playing football with a sounding ball c) swapping round classroom accommodation d) setting up a buddy system e) planning lessons so that all pupils make progress f) demolishing the school and rebuilding it as single storey building

43. Differentiation

44. “ Ensuring that children are all working on something at which they can succeed and move forward at their own level.” Teacher (2008) Differentiation “ Matching teaching methods to an individual’s learning strategy.” John Visser (1993) “ A planned process of intervention in the classroom to maximise potential based on individual needs.” NCET (1993)

45. Links to special educational needs information www.teachernet.gov.uk/sen Go to: Removing Barriers to Achievement Useful SEN Links SEN Glossary of terms www.everychildmatters.gov.uk Go to: Aims and outcomes

46. Talk to the class teacher and the SENCO about the needs of the pupils with SEN in your classes During your placement Seek out any IEPs and use them when planning the content and delivery of your lessons Provide the pupils with SEN with work that challenges them, without being discouragingly difficult If you are not sure about anything to do with a pupil with SEN – ASK!

47. Pupil profiles: Is information on pupils with SEN in your classrooms readily available? During your placement - consider these SEN issues… IEPs: How effective are they in guiding your teaching? Eg’s? Differentiation: How are you using this in your teaching? Examples? Inclusion: Is it an “Inclusive School?” Evidence?