Capacity Building
GILLIAN BOYD
Numbers of children with
statements in mainstream
schools
1996/7
2000
2007
2009
2.5% of total school
population statemented
2.65%
3.9%
4.1%
• 2008/9 58,872 children and young
people with SEN
• 17.7% of the school population
• £202m
Children’s placements
• Currently 68% of children with
statements of SEN in mainstream
schools, or units attached to
mainstream.
• 32% of children with statements in
special schools.
The Inclusion of Pupils with Statements of Special
Education Needs in Mainstream Primary and Postprimary Schools Survey 2003
The findings indicated • Further training required.
• Better partnerships needed.
• More effective monitoring of the provision
for the pupils with statements needed.
Chief Inspector’s Report 2006 - 2008
‘ The provision of good support for those pupils
with special educational needs is improving but
in the majority of schools inspected it is not
good enough.’
‘Schools need to further their capacity to identify
and meet needs early and to monitor and track
the pupils’ progress over time.’
DE plans
A significant capacity-building programme
is planned for all school staff; development
of this is currently being planned and
carried out.
ETI has been commissioned to develop
SEN standards and indicators and whole
school guidance.
Meetings
• Meetings have been held with a selection of
mainstream schools, teachers, DE officials,
ETI, RTU and ELB.
• A workshop has been held for
representatives from schools in 5 ELB.
• Meetings with England, Wales, Scotland and
the Republic of Ireland are underway.
Workshop
Questions and Answers re mainstream schools
•Profiles of children with SEN
Behaviour, speech and language, ADHD, ASD, specific
learning difficulties, dyslexia, following instructions,
social skills, fine and gross motor skills, lack of parental
support.
•How these needs impact on classroom management
Different types of SEN impact on each other, non-SEN
children affected, difficult classroom management,
support for behaviour needed, a classroom assistant is
essential.
Workshop continued
• Assessment
Standardised tests, class tests, teacher
observations, SENCO expertise, outside
agencies
• Interventions used
Class teacher, teacher with advice from SENCO,
parental views, withdrawal support,
consultations with EP,
Workshop continued
• Evaluation of progress
Evidence from tests (standardised and
class), IEP a working document,
discussion of progress with teacher,
parents, children, Annual reviews,
meetings with outside agencies.
Workshop continued
• Support from outside agencies
MASTS, Behaviour Support Team, EP, CAHMS,
ASD Support Service, ELB outreach.
• Skills teachers have
Effective teaching strategies, experience,
patience and understanding, empathy, good time
management skills, flexible, differentiation skills.
Workshop continued
• Teachers need further development in Coherent training/PD opportunities, IEP
writing, effective strategies for teaching
reading, (particularly phonics), examples of
good classroom practice, managing
differentiation, skilled SENCO, time to work
with C/A, knowledge of medical/SEN
conditions.
Workshop continued
• What types of PD training are most
effective?
Dissemination of good practice –within
and beyond school, cluster groups, free
training – NI based, knowledge of
effective practical strategies, free
resources, need for whole school
approach.
Workshop continued
• What are the challenges of organising SEN support for
the school principal?
Increasing numbers, wide variety and complexity of
SEN needs, more work with outside agencies, need
for the school to be strategic in planning for SEN,
bigger administrative workload, time, implementing a
whole school approach, monitoring and evaluating
SEN practice school wide, organising safe handling
training (must be accredited).
Capacity Building
Professional development of school
workforce so they are:
• better equipped to meet the challenge of
diverse range of needs
• able to identify and provide relevant
interventions to improve the outcomes
for the child.