Inclusion: Special Needs - Graduate School of Education

Inclusion: Special
Educational Needs,
QTS: Q3, Q6, Q18, Q19
The implementation of the Code Of Practice in the school
Provision for Students with EAL and more able students
The role of teaching assistants
The role of the SENCO in the school
Other professional/ colleagues who support pupils with additional needs.
The people involved in the production of this presentation were:
Claire Browne, Topsham School
Sam Bone, Oldway Primary
Charlotte Faulkner, Eggbuckland Primary
Sally Eales, College of St Mark & St John
Gini Wells, Littletown Primary
Lynda King, University of Exeter
Inclusion is….
• SEN, inc. physical disabilities and emotional, social and / or
behavioural difficulties
• EAL (Pupils with English as an Additional Language)
• LAC (Children who are Looked After)
• G & T (Gifted and Talented)
• Pastoral (bereavement, transition, behaviour, self-esteem,
attendance etc.)
• Gender
• MEG (Minority Ethnic Groups), inc. travellers, asylum
seekers and refugees
• other children, such as sick children; young carers; children
from families under stress; children who are at risk of
disaffection and exclusion from school; children from
families of extreme poverty
Every Child Matters
• Safety & health
• Pupil-performance and well-being go
hand in hand
• Every child to fulfil potential
• Personalisation
• Multi-professional approach
• Pupil voice / pupil consultation / decision
• Empowering pupils to contribute to /
evaluate own learning
Every Child Matters so…
Inclusion must be seen as
the most effective route
to learning for the
greatest number of pupils by minimising barriers and
maximising resources
Special Educational Needs in all schools is
governed by the Code of Practice.
This underpins all SEN practice in schools,
ensuring inclusion and equal entitlement
for all.
It considers:
– Legalities
– Entitlement
– Provision
What does this look like
in school?
Most schools take part in an exercise
called Provision Mapping. This maps
out the needs of each class / year
group / the whole school, identifying
groups, their needs and the level of
support needed.
What does this look like
in school ?
On provision maps, groups and individual
pupils will be identified as needing Wave
1, 2 or 3 or Early Years / School Action,
Early Years / School Action Plus and
Statemented intervention and support.
Pupils are then supported by an IEP,
(Individual Education Plan) and GEP (Group Educational Plan).
Terms explained!
• Early Years / School Action - a pupil who is
identified as having a specific weakness in an
area, usually supported by good classroom
differentiation and some intervention strategies
• School Action Plus – as above with more focused
intervention strategies, with the possibility of
some withdrawal inputs. There might be some
collaborative working with outside agencies
• Statement - a pupil with an educational statement
usually has a multitude of specific needs (e.g.
medical, physical and learning difficulties),
requiring dedicated funding and the
possibility of 1:1 / small group TA support or a
significantly differentiated curriculum
Specific Needs
Pupils might have one or more needs in
any one of the following categories:
Cognition and learning
Behaviour, emotional and social development
Communication and interaction
Sensory and physical
Usually the primary need is identified.
Outside Agencies
There are a range of agencies that are available to provide
support and advice for schools, as well as specialist advice
from local special schools. Within Devon/Torbay these
CAMs- Children and Mental health
BST- Behaviour support team
S/L- Speech and Language
EP- Educational Psychologist
School Nurse
Child and Family Guidance
Why not try and research what other groups there are
available in your area to support pupils learning in order to
ensure total inclusion?
Special Units
To ensure inclusivity and integration some
schools have specialized units to help
support pupils in mainstream education.
These can include:
Hearing Impairment
Speech and Language
Visual Impairment
Roles in School
Three crucial roles in school to support
pupils with SEN needs:
• Class teacher
• Special Needs Coordinator (SENCO)
• TA (Teaching Assistant)
All working closely with the pupil and
the family.
This role varies between schools, but core principles are the same.
This member of staff could be class based or non-class based, full
time or part time depending on the schools needs and budget!
Coordinate and compile paperwork, esp. IEPs and Annual Reviews
Carry out any initial assessments
Organise and facilitate use of SEN resources
Oversee and monitor provision mapping
Take part in the deployment of TAs
Oversee dedicated teaching time for withdrawal groups
Coordinate the use of intervention strategies
Audit and provide / deliver CPD
Is this a
leadership route
that would
interest you?
This role has changed greatly in recent years. The
role varies between schools but, in supporting
pupils with SEN, they can be used to:
Deliver SEN intervention programmes
Support learning directly within class
Run social and communication groups, e.g. SEAL, SULP, THRIVE
Work with specific individuals on individualised learning programmes
Monitor and assess pupils learning
Liaise with parents
Support transition
But the class teacher
Liaise with outside agencies
maintains overall
Time To Share!
• Look at the roles of SENCO, Class
teacher and TA in supporting a child
with SEN
• How are these roles fulfilled in your
current practice school? How is
information shared? How are
responsibilities / roles shared?
Parental involvement is crucial to ensuring SEN pupils are
supported and make good progress and is outlined in the
Code Of Pracice, e.g.
Research shows that parental
involvement / interest in their
child’s learning is an even more
significant factor in success than
Involvement in IEPS
Review process
Any referrals to outside agencies
Regular liaison with class teacher, TA and SENCO
Continuation of learning at home / consistent
Gifted and Talented Pupils
• Gifted – highest achieving 10% in aspect(s)
of core subjects
• Talented – exceptional attainment in
music, art, PE, interpersonal skills
• Gifted and Talented
• Dual Exceptionality
• Gifted and Talented Coordinator (often
• National priority (Ofsted)
Pupils with EAL
Termly assessments to LA
Interventions / support
Good classroom differentiation
Consider parents’ / families’ needs
Celebrate differences and own culture
Dual language resources
LA links / advice / support, e.g. translator
ECM Registers
Pupils do not fit neatly into distinct
categories / labels. There are usually
varying needs that need targeted
support. Therefore, a personalised
learning approach is key.
Classroom Organisation
Observation / Monitoring / Marking
Target Setting
Broad and balanced
curriculum, inc. intervention
Liaison with
Learning &
Learning Opportunity
Use expertise through liaison
with outside agencies and
experts in school
Teaching &
Class Teacher’s Responsibilities
• Planning & Preparation
• Teaching and range of teaching styles /
techniques / strategies / pace
• AfL
• Pupil involvement / self-review
• Pupil tracking
• Monitoring progress
• Effective record keeping
• Differentiation / personalisation
• Learning styles
• Early identification of need
• Early intervention
• Use of all data available
• Innovation and creativity – adapt curriculum
Differentiation by…
Which of these do
you overuse?
Can you give an
example where you
well? How did you
• Outcome
• Support
• Task
• Dialogue
• Resource
• Pace
Consideration of….
• Writing frames / wordbanks / writing
equipment / ICT / writing slopes /
enlarged texts & screens / other specialist
• Class layout and position in classroom
• Learning breaks
• Creative, flexible curriculum
• Groupings / pairings
• Range of task / resources / starting points
• Flexible use of support
An inclusive classroom with good teaching and
learning has far-reaching effects for pupils
other than those targeted.
For example……
‘Dyslexia-friendly’ classroom
Effective management of physical space
‘Gift creation’ rather than gift identification
Short, clear instructions
Visual reminders
Learning breaks
Who does this benefit?
Give clear instructions
Sit by someone appropriate
Give cues to stay on task – private signal
Give frequent feedback on behaviour and
Chunk tasks
Give breaks
Work in a quiet place/remove distractions
Give tasks one at a time