Inclusion

Promoting inclusivity in extended services

scameron — Tue, 29 Mar 2011 14:37:42 +0100

The extended services agenda is about far more than schools simply making available space and facilities for community use. It is about schools working dynamically in partnership to provide highly tailored and client-led models of community support.

Creating a fairer education system for all

scameron — Thu, 12 Aug 2010 17:05:58 +0100

Equity in Education is as its subtitle states ‘a manifesto for the reform of education in England'. It makes no use of the terms special educational needs or disability, and makes only a single reference to inclusion (social inclusion). However, it seeks to address problems that have a significant impact on the education of disadvantaged and vulnerable children and young people, including those for whom SENCOs have a direct responsibility.

Inclusion Development Programme

scameron — Thu, 12 Aug 2010 13:18:58 +0100

The Inclusion Development Programme (IDP) is a government-funded initiative that has been developed in partnership with voluntary bodies, leading academics in the related fields and the National Strategies. It is a professional development tool, designed to support schools in meeting pupils' special educational needs (SEN), and is available online and as a DVD. The programme was developed in three phases.

The A-Z of school life – Inclusion, Jigsaws, Knowing your school and Leadership

scameron — Fri, 28 May 2010 10:59:16 +0100

It’s been an interesting few weeks – stranded staff from the volcanic ash, key stage 2 tests boycott and, of course, a new secretary of state for education. All three have an element of the unknown and can cause uncertainty. Will we or won’t we be stranded if we go abroad? What, if any, will be the implications for our school if we participate in the SATs boycott? And the new secretary of state? Plans for new ways of working have been laid out. Now we wait for the next stages and what these will mean in practice.

Identifying barriers to learning and their implications for inclusive teaching

scameron — Fri, 29 Jan 2010 17:02:35 +0000

The national SENCO training addresses the need for knowing about high incidence SEN and disabilities and how they can affect pupils’ participation and learning. In this issue, we suggest ways of improving your own knowledge, but just as important, how to share that knowledge and understanding with colleagues.

Support for SENCOs

As SENCO, you need to know and understand:

Gifted and talented education - the case for inclusion: part 2

scameron — Wed, 13 Jan 2010 10:20:45 +0000

In the previous issue we introduced some of the key debates around the composition of the national G&T population by pupil characteristics. We contrasted differing perspectives on identification with a ‘one-size-fits-all’ view of G&T to show how different characteristics such as gender, ethnicity and free school meals eligibility influence the probability of inclusion.

Gifted and talented education - the case for inclusion: part 1

scameron — Tue, 15 Dec 2009 10:20:53 +0000

Ability is evenly distributed within the population; achievement is not.

The national programme for gifted and talented education emerged in 1997 as a response to significant evidence that more able pupils from disadvantaged backgrounds were not achieving in the same way as those facing less challenging circumstances.

Twelve years on, significant inequalities remain.

Whole school approaches to SEN and inclusion

scameron — Mon, 07 Sep 2009 12:54:19 +0100

Inclusive approaches are the bedrock of good provision for pupils with special educational needs. No matter how well planned and effective your intervention programmes might be, everyday classroom teaching plays a hugely important part in a child’s learning experience and must be of the highest quality if those with SEN are to make progress.

This term, we will be looking at how you as SENCO can support colleagues in developing strategies which enable all pupils to ‘achieve and enjoy’ in mainstream classrooms.

Extending the SENCO role to cover inclusion

scameron — Thu, 12 Feb 2009 12:35:55 +0000

What does being head of inclusion as well as SENCO entail?
The role of SENCO is becoming increasingly diverse as schools work towards the Every Child Matters and extended services agendas. Whereas the inclusion agenda is often driven by the senior leadership team with an assistant or deputy head taking charge, here it was decided to extend the SENCO role to give me responsibility for inclusion in its broadest sense. I am on the extended leadership team and have a weekly meeting with the headteacher that gives me a direct route to him.

Competing agendas for SEN

scameron — Fri, 30 Jan 2009 15:54:12 +0000

A comprehensive review of research on SEN and inclusion undertaken on behalf of the NASUWT suggests that there are competing agendas in schools for SEN, inclusion, and standards raising. Within a school or local authority one of these agendas may be prioritised over another.

Nurturing hidden talent

scameron — Fri, 12 Dec 2008 12:51:26 +0000

The aim of widening participation policy is to ensure that everyone with the potential to benefit from higher education (HE) should have the opportunity to do so. But although the total number of students participating in HE has grown, it seems this is mainly due to an increase in numbers of students from affluent backgrounds. This highlights a need for targeted interventions addressing particular issues for learners from disadvantaged backgrounds.

Give disadvantaged students the opportunity to shine

scameron — Thu, 11 Dec 2008 10:54:02 +0000

In the current education arena, the ‘skills agenda’ focuses on developing the intellectual capital of individual students and the ‘personalisation agenda’ provides a potential framework to enable this to occur. However, a third major education agenda is the need to reduce inequity in the system.

Behind the buzzwords: Inclusion

scameron — Mon, 27 Oct 2008 11:44:31 +0000

Talking about ‘inclusion’ can lead to some heated discussion. ‘Inclusion is all very well’, someone said to me in a school the other week, ‘but we can’t take everyone, we just don’t have the resources. Some special needs children really should be in a separate school where they know what they are doing. And, I know you shouldn’t say this, but we’ve got to watch our SATs scores...’ Someone saying the unmentionable and, in the process, touching on several important key issues that deserve unpacking.

'Virtual' schooling: education outside school

scameron — Fri, 19 Sep 2008 16:34:33 +0100

Billie Murram is gathering an impressive set of qualifications and has set her sights on becoming an IT tutor. Things could have turned out very differently for this 17-year-old from Kingston upon Thames. She opted out of school because bullying made her life a misery and she found it increasingly difficult to study in the classroom. ‘I just made excuses for not attending. I had a home tutor for a while, but this didn’t enable me to sit any exams.’

Inclusive sport

scameron — Thu, 18 Sep 2008 11:20:00 +0100

King Edward VI is a specialist sports college based in Bury St Edmunds and attended by around 1,305 students aged between 13 and 18. The school, an officially accredited ‘healthy school’, is dedicated to providing its students with a curriculum that – from elite students to the most challenged – is 100 per cent inclusive.

Meeting the needs of looked-after children

scameron — Tue, 16 Sep 2008 13:24:21 +0100

The first sentence in the DCSF guidance on the Education of Young People in Public Care reads ‘Children in public care are our children.’ This is an emotive sentence. The government continues to nail its colours to the mast by declaring that it is our responsibility to ‘ensure they get the education they need and deserve.’ This is a collective responsibility. Due to the complex nature of these young people’s lives, many external agencies can be involved with them and all these agencies have to ‘share the care’.

Out-of-school activities: tips for SENCOs

admin — Sat, 30 Aug 2008 12:21:41 +0100

The summer term is traditionally the time for adventure camps, field trips and visits to places of interest − enriching the curriculum for all children and often providing them with memorable experiences. How can we ensure that these activities are as enjoyable and positive as possible for pupils with SEN?

Out-of-school activities

Supporting pupils with SEN in art

sara — Sat, 30 Aug 2008 12:21:41 +0100

Support for SENCOs

Supporting pupils with SEN in humanities + Help Sheet 10

admin — Sat, 30 Aug 2008 12:21:40 +0100

Supporting pupils in humanities

Supporting pupils with SEN in science

sara — Sat, 30 Aug 2008 12:21:39 +0100

Science has great potential for pupils with SEN to learn about the world they live in. There are interesting practical activities to be done, presenting opportunities for real discovery and thought-provoking discussion. Carefully organised, the practical work in science can enable pupils to achieve in ways that are less frequently available in other subjects, and make an important contribution to a learner's confidence and self-esteem.

Supporting SEN across the curriculum

sara — Sat, 30 Aug 2008 12:21:38 +0100

Support for SENCOs

Supporting across the curriculum

Supporting pupils with SEN in Design Technology + Help Sheet 9

sara — Sat, 30 Aug 2008 12:21:38 +0100

Support for SENCOs

Design Technology

Design and technology is a popular and very valuable subject for children and young people with SEN. Its practical, 'hands-on' nature allows them to achieve in a very visible way and often to succeed more than in any other curriculum area. For this to happen consistently, however, teachers have to be aware of pupils' individual difficulties and be pro-active in reducing barriers to achievement. In forward planning for any particular lesson, they may decide to:

Strategies to help pupils with numeracy difficulties

sara — Sat, 30 Aug 2008 12:21:37 +0100

Support for SENCOs

Numeracy: Interventions (part two)

Out-of-class support groups often focus on literacy learning, but the acquisition of numeracy skills is also important. The Primary National Strategy Wave 3 mathematics materials offer valuable support for small group work, as do a number of published schemes. When considering interventions, the following points may be useful:

Checklist for an inclusive classroom + Help Sheet 5

sara — Sat, 30 Aug 2008 12:21:34 +0100

Last issue we looked at some definitions of inclusion and the importance of a shared ethos throughout the whole school. This issue we consider some of the practicalities for SENCOs supporting teachers in the development of inclusive practice.

SENCO Support

Supporting pupils with sensory and physical difficulties

sara — Sat, 30 Aug 2008 12:21:33 +0100

Most children will experience some level of physical or sensory difficulty at some time in their lives - whether it's a broken leg, 'glue ear' or discomfort brought on by a medical condition. Teachers have to be aware of these conditions and how to alleviate any adverse effects on pupils' learning. When difficulties are significant and long term, children are protected by the Disability Discrimination Act which makes it unlawful to treat them less favourably than others.

One in five children have some sort of hearing impairment + Help Sheet 4

sara — Sat, 30 Aug 2008 12:21:33 +0100

It's thought that one in five children have some kind of hearing impairment (HI) at some point in their school careers. For many, this will be mild and temporary, for others, it is a permanent condition which they − and their teachers − have to come to terms with. This week we provide information for you to share with colleagues to help them consider the needs of HI learners.

SEN Support

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Individual Education Plans (IEPs): are they useful?

sara — Sat, 30 Aug 2008 12:21:33 +0100

IEPs – a useful way of focusing on a child’s needs and how to meet them, or just another bureaucratic chore? This week we reflect on how IEPs, and IBPs (‘behaviour’) can be used sensibly as a means to an end, rather than an end in themselves!
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What does inclusion really mean to you?

sara — Sat, 30 Aug 2008 12:21:33 +0100

Many SENCOs now find themselves designated 'in charge of inclusion', whether or not they have the title to go with it. This week we look at what inclusion really means and the groups of children who are vulnerable in terms of not being included.

Support for SENCOs
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Strategies for cognition and learning difficulties

sara — Sat, 30 Aug 2008 12:21:32 +0100

Children with cognition and learning difficulties make up the largest group of pupils with special educational needs in mainstream schools. Each is an individual and particular strategies will be valuable, but there are some generic approaches to share with colleagues that may help them to differentiate effectively for children who find it hard to learn.

Support for SENCOs

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Cognition and learning: significant difficulties

sara — Sat, 30 Aug 2008 12:21:32 +0100

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
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Supporting children with visual impairments

jlee — Sat, 30 Aug 2008 12:21:31 +0100

Most children with visual impairments (VI) cope perfectly well in mainstream schools, with appropriate specs, but some have problems that go undetected, and others have significant difficulties that require specialist help.
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Removing barriers to learning

sara — Sat, 30 Aug 2008 12:21:31 +0100

Support for SENCOs
Removing barriers to learning for pupils with communication and interaction difficulties
Being unable to express yourself and make your needs known must be one of the most frustrating of human experiences. Similarly, trying and failing to understand what someone else is struggling to convey can be extremely disheartening.
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Supporting the child with a hearing difficulty

jlee — Sat, 30 Aug 2008 12:21:30 +0100

'Glue ear' is a by-product of the many colds and flu that circulate in schools. As many as four out of five children have at least one bout of glue ear before their fourth birthday – with a substantial proportion of them experiencing regular recurrence of temporary hearing loss throughout their primary school years. A smaller group go on to experience hearing difficulties in their teenage years.
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Supporting children with autism

jlee — Sat, 30 Aug 2008 12:21:30 +0100

Their difficulties with social interaction and communication mean that they can struggle to understand and cope with many aspects of school life. As reported in a previous issue, more children are being identified as autistic than ever before.

The National Autistic Society (NAS) describes autism as ‘a lifelong developmental disability that affects the way a person communicates and relates to people around them’.
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Specific and planned intervention

sara — Sat, 30 Aug 2008 12:21:29 +0100

Last week and the week before, we looked at inclusive practice and how children's diverse needs can be met in 'ordinary' classrooms. This week, we acknowledge that for some pupils, this will not be enough. There will be a small but often significant, minority of learners for whom specific and carefully planned intervention can be extremely valuable.

Support for SENCOs
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Extended schools: after-school and holiday provision

scameron — Sat, 30 Aug 2008 10:21:00 +0100

Background
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Storytelling to facilitate inclusion

scameron — Sat, 30 Aug 2008 10:20:59 +0100

A wet and windy Friday afternoon in winter. A temporary classroom in a special school in Sussex. Enter a storyteller with two large bags. Mission: to transform the class, and transport six teenagers with a range of additional learning needs into a world of imagination and communication, involving a woman with no teeth, a Victoria sponge and a well of truth. Time to prepare: 15 minutes. Enter six students and three adults. What follows are 60 minutes that leave the storyteller tired but fulfilled, and the teenagers and adults better communicators.

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Linking pedagogical theory and personalised learning

scameron — Sat, 30 Aug 2008 10:20:57 +0100

Developing a shared understanding and a common language to talk about pedagogy are crucial steps towards transforming teaching and learning to ensure that there is continuity and progression at all stages of the learning journey. The core principles outlined below were developed to be relevant for all learners regardless of age or stage, and are strongly aligned to the expectations of Every Child Matters.
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Early Years PiP Cards: 1.2 Inclusive practice

scameron — Sat, 30 Aug 2008 10:20:52 +0100

PiP Card Theme: A Unique Child
‘Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.’

Commitment 1.2 Inclusive Practice
‘The diversity of individuals and communities is valued and respected. No child or family is discriminated against.’
Areas of knowledge covered:
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International links for leadership and learning

admin — Sat, 30 Aug 2008 10:20:49 +0100

When the mayor of Landskrona in Sweden asked British officials for examples of highly effective London schools, he was directed by the DfES to Brampton Manor School in Newham.

Brampton Manor is a comprehensive with about 1,600 students. Like many inner-London schools Brampton Manor is ethnically diverse, with students from a wide-range of cultural and linguistic backgrounds (53 languages spoken and students from over 70 countries) learning successfully together.

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Provision for pupils with severe learning difficulties (SLD)

admin — Sat, 30 Aug 2008 10:20:49 +0100
Pupils with SLD experience ‘significant intellectual cognitive impairments’ having ‘a major effect on their ability to participate in the school curriculum without support.’ They may have ‘difficulties with mobility and coordination, communication and perception and the acquisition of self-help skills’ and need ‘support in all areas of the curriculum’. Some may use signs and symbols but ‘most will be able to hold simple conversations’.
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Understanding of epilepsy by children with and without the condition

jlee — Sat, 30 Aug 2008 10:20:44 +0100
In an average secondary school with 800 pupils on roll, there could be as many as 12 to 16 students with epilepsy (extrapolated from Baker et al, 2005). About one third of pupils with epilepsy (even if cognitive functions are not impaired) underachieve in school (Galletti et al, 2004) due to their epilepsy, medication for epilepsy (especially if prolonged), school factors and/or their own attitudes towards having epilepsy.
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Teaching literacy to children and young people with severe learning difficulties

jlee — Sat, 30 Aug 2008 10:20:41 +0100

The Training and Development Agency for Schools (TDA) is calling for fresh opportunities for teaching professionals to access training so that they can personalise their teaching approaches in order to improve progression for every learner. Furthermore, the TDA specifically identifies a need for professional development for those working with children and young people who have special educational needs (SENCO Update, April and May, 2007).

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Achieving a fully inclusive school: Brampton Manor

jlee — Sat, 30 Aug 2008 10:20:40 +0100

In December 1999 an Ofsted inspection found that Brampton Manor’s academic standards were below the national average. Other failings cited included overall unsatisfactory teaching in KS3, below average pupil attendance and weaknesses in leadership and management that ‘reduced the impact of management commitment on pupils’ learning.’

I was appointed as headmaster within two months of the inspection and a recovery plan was written by the school and agreed by Ofsted for immediate implementation.
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Provision for pupils with health impairments

jlee — Sat, 30 Aug 2008 10:20:39 +0100
A useful orientation for SENCOs is the US Code of Federal Regulations definition of ‘other health impairments’ (taken to exclude orthopaedic impairment). These concern:

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Including G&T pupils in the primary classroom

jlee — Sat, 30 Aug 2008 10:20:35 +0100
The ‘open-door’ approach to G&T provision involves offering high quality learning opportunities to all children, rather than offering a special diet exclusively to those identified as G&T (the ‘closed-door approach’). In this way, children flourish and may well excel, merely as a result of being exposed to a classroom atmosphere based on the premise of enriching provision for all.
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Plans for supporting disabled children and their families

jlee — Sat, 30 Aug 2008 10:20:34 +0100

The 2007 Comprehensive Spending Review (CSR) has been informed by a series of policy reviews. Aiming High for Disabled Children: Better Support for Families, published in May, supplements an earlier, more general, review of support for disadvantaged families: Aiming High for Children: Supporting Families, published in March.
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Next steps for children in care

jlee — Sat, 30 Aug 2008 10:20:32 +0100

The recently published results of the consultation on the green paper Care Matters: Transforming the Lives of Children and Young People in Care reveal the thoughts of young people and other stakeholders on a number of issues relevant to SENCOs.

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SEN and personalised learning in secondary curriculum review

jlee — Sat, 30 Aug 2008 10:20:31 +0100
The Qualifications and Curriculum Authority (QCA) completed consultation on its major review of the secondary curriculum for 11- to 14-year-olds at the end of April 2007. After consultation, final revision and ministerial decision, the revised curriculum was due to schools for planning purposes from September 2007. It will become statutory for year groups as follows: September 2008: Year 7 pupils; September 2009: Years 7 and 8; September 2010: Years 7, 8 and 9. In addition, changes to the Key Stage 4 curriculum will take effect from September 2009.

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'Always more to do': the challenge of building an inclusive G&T policy

jlee — Sat, 30 Aug 2008 10:20:27 +0100

Despite government guidelines, there are still as many variations on a G&T policy as there are schools – what I present here is just one of them. However, once having embarked on the adventure of creating a working policy for more able pupils, there is never really any going back – and certainly no standing still.
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