Cognition and learning: significant difficulties

In our third installment looking at Cognition and Learning, we focus on children and young people with more significant difficulties. The level of support needed by these pupils means that they often attend a specialist setting, but increasingly they are welcomed into a mainstream school for at least part of the week: what do teachers need to know?

Support for SENCOs

When ‘Inclusion’ was in its infancy, I saw lots of instances where a pupil would be wheeled into a mainstream classroom by a care assistant, only to be ignored by the class teacher and most, if not all, of the kids. These once-a-week visits failed dismally as an attempt to break down barriers between mainstream and special provision, share expertise between staff and open up new opportunities for learners with special educational needs.

Nowadays, there are plenty of examples of excellent practice, where teachers are not at all fazed by having a child in the Y6 class whose developmental level is very different to that of most of his peers. There is effective liaison between teacher and assistant (and between mainstream and special school SENCOs) so that planning is thorough and the child is truly ‘included’. This doesn’t however, happen with goodwill alone. Careful preparation is required and SENCOs from both schools can do a lot to help teachers in providing good experiences for these youngsters.

1. Gather information about the child and his/her needs from the school, TA, SENCO, parents – and where possible, the pupil. If he has a medical condition, find out about the implications; does medication have to be administered in school? If so who will do it in your setting, and where/when? Summarise the information for the class teacher who will be involved with the child.

2. Observe the child in her ‘home school’ and talk to her teachers. Look at her work. If at all possible, take with you the teacher whose class she will be in. Communication is a major area for concern; where some children will communicate through simple gestures, others will use symbols and sign, and some may use simple language. Advances in technology mean that many children and young people with complex difficulties can be helped to communicate through the use of various devices. Whatever the case, it’s essential that the class teacher understands how to communicate effectively with the child rather than relying totally on the TA in a ‘does he take sugar?’ kind of way.

3. Plan for meeting the physical needs of the child in as dignified a manner as possible (mobility, eating, using the toilet). Make sure that there is space in the classroom for her wheelchair or walking frame.

4. Get the rest of the class ‘on board’ before they meet the child with profound, mental and learning difficulties. Explain his difficulties and how they can help to make him feel welcome. Use stories to illustrate situations which may arise and how these can best be dealt with. Nominate three or four pupils to be ‘special buddies’.

5. Look at the relevant lesson planning and also support the teacher and TA in adapting learning objectives and activities appropriately – possibly using the P levels.

P Levels
These descriptions outline early learning and attainment in each subject in the National Curriculum for pupils aged 5-16 who cannot be expected to attain more than Level 2 at the end of KS4. They chart progress up to NC Level 1 through eight finely graded steps. P1 to P3 describe general attainment common to all subjects. P4 to P8 show subject-specific attainment.
www.nc.uk.net/ld/index.html

6. Collect suitable materials and resources to enable the teacher to provide concrete learning experiences.

7. Support the teacher in establishing a way of recording the child’s achievements and progress (a digital camera is a real help) by considering for example:

   • Encounter: tolerating/cooperating in a shared activity

   • Awareness: even a fleeting focus on an object, event or person can signify progress

   • Attention and response: when a pupil responds to what is happening, for example, by showing signs of surprise, enjoyment, frustration or dissatisfaction

   • Engagement: paying attention to specific events in their surroundings, by focused looking or listening; turning to locate objects, events or people

   • Participation: sharing, taking turns and anticipating familiar sequences of events

   • Involvement: striving to reach out, join in or comment in some way on an activity or on the actions or responses of other pupils, for example, by making exploratory hand and arm movements, seeking eye contact with staff or other pupils or by speaking, signing or gesturing.

8. Remember the care assistant/TA who will accompany the child. Introduce her to other staff, show her around the school and make her welcome in the staffroom. Arrange for her to have a break during the placement. Learn from her.

To find out how you can evaluate inclusive practices at your school click here:
www.teachingexpertise.com/articles/how-inclusive-is-your-school-1874

PAMIS is the organisation in Scotland working with people with profound learning disabilities and their carers. www.dundee.ac.uk/pamis

SCOPE’s services focus on four main areas where disabled people face the greatest inequality: early years, education, independent living and work. They also provide local support services which help children with severe and profound physical impairments at home and at school
www.scope.org.uk

Inclusive Technology provide technology and training to support children and young people with severe and complex special educational needs
www.inclusive.co.uk

The Down’s Syndrome Association have a wealth of information about supporting children and adults with Down’s syndrome.
www.downs-syndrome.org.uk

Find out more:

> Articles on special educational needs
> Special educational needs publications
> Back to SENCO Week index page

This e-bulletin issue was first published in October 2007

About the author: Linda Evans is the author of SENCO Week. She was a teacher/SENCO/adviser/inspector, before joining the publishing world. She now works as a freelance writer, editor and part-time college tutor.