NQT Support and Training
Additional Learning Needs
Tuesday 22nd March 2011
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Session 1
Setting the Scene
How do you look at SEN?
The Medical Model of SEN
• Child is faulty
• Diagnosis
• Labelling
• Impairment becomes focus of attention
• Assessment, monitoring, programmes of therapy imposed
• Segregation and alternative services
• ordinary’ needs put on hold
The Social Model of SEN
• Child is valued
• Strengths and needs defined by self and others
• Outcome based on programme design
• Resources made available to ‘ordinary’ services
• Training for parents and professionals
• Relationships nurtured
• Diversity welcomed
• Society evolves
Why should we
include all children?
Activity 1
In your group come up
with two or three reasons
(or more) why we should
include all children.
What is Educational
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.
In an Inclusive school:
•
the inclusive ethos permeates all school policies so that they
increase learning and participation for all pupils
•
school practices reflect the inclusive ethos and policies of the
school.
(adapted from Index for Inclusion, CSIE)
What do we mean by
Inclusion?
“Integration is the manipulation of
the child to fit the system.…
Inclusion is the manipulation of the
system to fit the child”
Peter Mittler
Integration is a place,
Inclusion is a
feeling.
Swansea’s Inclusion Policy
The City and County of Swansea is committed to a
policy of social inclusion of which inclusive
education is a key dimension.
Inclusion is defined as the process of increasing
the participation of learners in their communities.
Inclusion is a process not a fixed state. It is about
ensuring fair and equal treatment for all and
promoting practice that:
• removes discriminatory structures, biased policies
and prejudicial practices
• celebrates diversity
• maximises the achievement of all
The Three Circles
TEACHING
STYLES
LEARNING
OBJECTIVES
Setting suitable
learning challenges
ACCESS
Overcoming
potential
barriers to
learning
Responding to
pupils’ diverse
needs
To get INCLUSION right
ATTITUDES
SKILLS
RESOURCES
Danny’s Story
How do I
make a
difference
as an NQT?
What do
the children
say?
Maresa’s Story
“The most important thing is that I want to be part
of ordinary life, and I want the same experiences as
other kids. Also, I want to be allowed to learn things
that need thinking about and are challenging. I want
to be able to contribute, and to discuss things that
are important to me and other kids. We need to be
together to do that. When we experience things
together, we can learn about what we are interested
in , and about each other’s life. It is important to
educate schools so they change to make things better
for kids who need a lot of help or get very tired.”
Maresa MacKeith, aged 15,has cerebral palsy. She is a
wheelchair user and uses a communication device to
speak.
Activity 2
• Think about who has made a difference
in your life.
• Spend 10 minutes discussing why.
What do
the
standards
say?
What the standards say about
ALN and becoming a fully
qualified teacher
• Teachers understand how pupils learning can be
affected by their physical, intellectual, linguistic,
social, cultural and emotional development.
• They understand their responsibilities under the SEN
Code of Practice for Wales and know how to seek
advice from specialists.
• They know a range of strategies to promote good
behaviour and establish a purposeful learning
environment.
• Teachers plan effectively to meet the needs of all
pupils including where applicable those identified
SEN, gifted and talented pupils and those with
English or Welsh as an additional language.
What does
the
legislation
say?
Definition of Special
Educational Needs
Children have special educational needs if they have a learning
difficulty which calls for special educational provision to be
made for them.
Children have a learning difficulty if they:
(a) have a significantly greater difficulty in learning than the
majority of children of the same age; or
(b) have a disability which prevents or hinders them from making
use of educational facilities of a kind generally provided for
children of the same age in schools within the area of the local
education authority
(c) are under compulsory school age and fall within the definition at
(a) or (b) above or would so do if special educational provision
was not made for them.
The SEN Code of Practice for
Wales
States that:
‘The child’s class teacher should
remain responsible for working
with the child on a daily basis and
for planning and delivering an
individualised programme.’
SEN Code of Practice
(section 1:5)
• A child with SEN should have their needs
met
• These needs will normally be met in a
mainstream setting
• A child’s view should be sought
• Parents have a vital role to play
• Children should be offered access to an
appropriate curriculum
The nature of special
educational needs
Special educational needs could mean a pupil has difficulties with:
– all of the work in school (global)
– some of the work in school (specific)
– reading, writing, number work or understanding information
– expressing themselves or understanding what others are saying
– making friends or relating to adults
– behaviour
– organising themselves
– some kind of sensory or physical need which may affect them in
school.
Areas of need
•
Communication and interaction
• Cognition and learning
• Behaviour, emotional and social
development
• Sensory and/or physical
Activity 3
Categories of SEN
The SEN Code of Practice
for Wales 2002
Says that schools should…
• Have an SEN or Inclusion Policy
• Appoint a named Special Educational
Needs Co-ordinator (SENCo) to have
overall responsibility for the children
with special educational needs
The Disability Discrimination Act
2002
The DDA 2002 sets out
that schools should not
treat a disabled child
‘less favourably’ and to
make reasonable
adjustments.
Activity 4
Disability Discrimination Task in
groups
Activity 5
Do you speak this language?
•
•
•
•
•
•
•
•
•
•
•
ALN
ADHD
BATOD
BSL
CAMHS
CP
DDA
DLA
EAL
EBD
ATL
• EPS
• EWO
• FP
• IPP
• IBP
• IEP
• LEA
• MLD
• NVQ
• SENCo
• SENCoP
• VI
Session Two
Getting the Right Support at School
Activity 6
Whose role is it?
•
Look at the following comments and decide
if it is the role of the NQT or the SENCO.
(Hint: Eight of each!)
NQT or Senco?
Reads and is aware of the schools’ SEN
policy.
Writes and implements SEN policy.
Determines if a child has an ALN.
Co-ordinates provision for pupils with ALN.
Attends/participates in INSET training
provided.
Provides information for outside agencies.
Plans classroom provision for pupils with
ALN.
Liaises with other members of staff.
Liaises and offers advice to fellow members
of staff.
Liaises with external agencies
Contributes to review meetings when
required.
Uses LSAs effectively in the classroom.
Manages with SEN team of teachers and
LSA’s
Liaises with parents and arranges review
meetings
Contributes to in-service training
Maintains relevant records
What is my role as an NQT?
Reads and is aware of
the schools’ SEN policy.
Plans classroom provision
for pupils with ALN.
Maintains relevant
records.
Provides information
for outside agencies.
Liaises with other members of
staff.
Uses LSAs effectively in the
classroom.
Contributes to review
meetings when required.
Attends/participates in
INSET training provided.
What is the role of the
SENCO?
Manages with SEN team
of teachers and LSA’s.
Co-ordinates provision
for pupils with ALN.
Determines if a child
has an ALN.
Writes and implements
SEN policy.
Liaises with external
agencies.
Liaises with parents and
arranges review
meetings.
Liaises and offers
advice to fellow
members of staff.
Contributes to inservice training.
Primary and Secondary settings
• Early Identification is seen as critical
• 3 stages:
School Action
School Action Plus
Statement
• The role of the SENCO is critical
• Non-contact time should be available
Individual Education Plans
When do I
need an IEP?
A. When a child is identified
with additional needs which
are ‘different from’ or
‘additional to’ other
strategies provided within
your classroom.
A. You need an IEP when a
child is at School Action.
What is School
Action?
What do I
need to know
about IEPs?
A. I need to know that IEPs:
• should only record that which is additional to or
different from differentiated planning
• have 3 or 4 focussed targets
• match pupils’ needs
• celebrate and build upon a child’s strengths
• are written with the child and the parents
A. IEPs:
• have SMART targets
• use simple language
• describe criteria for success
• include teaching strategies
• include advice for parents
How do I write
IEPs?
How do I
review
IEPs?
A. I review IEPs:
• at least twice a year
• with the parents
• with the child
What is differentiation?
The key to the differentiated curriculum is the flexible
use by teachers of a wide range of activities and lesson
organisations.
Janet Spillman, 1991
(http://www.pearsonpublishing.co.uk/education/sample
s/S_494342.pdf)
Differentiation is the matching the of work to the
differing capabilities of individuals or groups of pupils in
order to extend their learning.
Ofsted
In differentiated classrooms teachers ensure that a
student competes against himself as he grows and
develops, more than he competes against other
students.
‘Different learners, different lessons’
by Carol Ann Tomlinson 2002
How do I differentiate to suit the
needs of all learners?
Result/Outcome
Task
Recording
Support
Expectation
Time
Interest
Organisation
How do I use teaching
assistants?
Activity 7
Brainstorm in small groups how
teaching assistants support
SEN children in your class.
…. play spelling games
with
small groups of children.
… support readers that
have a reading age
below their
chronological age using a
range of support
activities.
…. create behaviour target cards
to support EBS children.
Teaching
Assistants
can…
… liaise with the NQT in relation
…. run circle time sessions.
…. take small groups for
differentiated problem solving
maths tasks.
…. support SEN children’s
learning in class.
to target setting for the IEP
…. support the implementation of
IEP targets.
…. make resources that
will support SEN
children’s learning.
Creating partnerships between
teachers and TAs
• Differentiating the roles of teacher and TA
• Dedicated planning is essential if support is to
be effective
• Developing feedback mechanisms
• Dealing with behaviour management issues
under teacher guidance
• Ensuring TA’s are informed of the needs of
the children with SEN
• Including TA’s in reviews
• Inviting TA’s to staff meetings/staffrooms
• Including TA’s in written communication
How can TAS help to raise
standards of achievement for all
pupils?
• Being involved at whole –class level
• Helping implement lesson plans/IEPs
• Making possible more ambitious learning
activities
• Providing support for literacy and
numeracy
• Providing feedback to teachers
• Preparing classroom materials
Session Three
Getting the Right Support for Children
with More Complex Needs
What is school action plus?
Q. So what is different about School Action Plus?
A. Two reviews of IEPs highlights inadequate progress, outside agencies
are involved and a more structured IEP is put in place.
Q. How do I write IEP’s at School Action Plus?
A. IEPs at School Action Plus should also include advice from
outside specialist agencies. The targets should be delivered
within the normal classroom setting.
All teachers are the
teachers of children of
ALN.
Statement of
Special Educational
Needs
(under 2% of
children).
Early Years / School Action Plus
Involvement of outside agency
School Action / Early Years Action
Involvement of SENCO and Parents
In class provision / differentiation
Who is
who?
Outside
agencies
Advisory
Teachers
School
Nurse
Speech and
Language
Therapists
Occupational
Therapist
Outside
agencies
Physiotherapist
Social
Services
Portage
Who is who?
Educational
Psychology
Service
Child and Adolescent
Mental Health Services
What is the
best way
of working with
parents?
A parent’s journey … …
How well am I doing?
An audit as an NQT
for meeting ALN
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