Teaching Expertise

assembly – SENCology

Gareth D Morewood blogged here for two years, 2008-2010. Gareth’s first eBook, The Role of the SENCO: An Insider’s Guide, is now available from the Optimus Education shop.

Thursday 2nd April (2009) was World Autism Awareness Day. This is an important event for schools, especially in light of recent reports that ‘more than half of Britain’s school teachers have never received any training to help them support children with autism’ (In Brief, TES, p. 4, Friday 3rd April). This is despite the fact that 1 in 100 students has needs on the spectrum, which means that one child in every three classrooms needs additional understanding and support.

Our school has developed a fairly revolutionary partnership with a special school to support young people on the autistic spectrum over the last two years — whereby we have students on dual role and they are supported by specialist staff from there — and I think we have a good level of awareness and all staff have received significant training. However, as with any ‘hidden’ disability, we need to work hard and continuously to educate all those involved, especially the peer groups.

In the week running-up to the day itself I delivered assemblies together with the specialist teacher from the school which we have a partnership with. These assemblies were to raise awareness and to set-up activities to be undertaken during form times, in order to promote greater understanding and to support a whole-school approach to becoming more ‘autistim-friendly’.

The assemblies were pretty effective in terms of raising awareness. We began with the students entering the hall to the music of Rory Hoy, a 19-year-old who was diagnosed with autism at the age of five. Having made 30 films (three of which have been shown on the BBC) and now a signed recording artist, he was one of several positive role models being shown on a PowerPoint presentation as the music played, which asked the question ‘What do all these people have in common?’

When settled, we moved onto some general points about what autism is and how young people with needs on the spectrum may find school difficult. Then my colleague read a short passage form the Curious Incident of Dog in the Night-Time, by Mark Haddon. This was really effective, describing the protagonist Christopher’s responses to meeting a policeman and his subsequent inability to deal with questioning.

We then showed a short film about the artist Stephen Wiltshire OBE. After flying over Rome − a city he had never seen before − in a helicopter for only 45 minutes, he spent five days drawing an almost precise replica of the city in minute detail. Showing the sketches that Stephen produced really engaged the students, and many of them stopped me after the assemblies throughout the week to ask me more about it. We even created a follow-up activity for form times so they could have their own go at it, which was to look at a photo of St. Paul’s Cathedral for two minutes and then try and draw it from memory, as accurately as they could.

I then finished off with some ‘Top Tips’ on what a young person with autism wants you to know, adapted from Ellen Notbohm’s book. A really powerful set of assemblies, which led to staff and students alike asking questions, and generally gaining a much better understanding of autism.

We aimed to raise awareness and we certainly did. Young people with autism in schools are at a high risk of bullying and social isolation, so we need to continually raise awareness of it, as well as offer solutions and supportive systems. This assembly was part of our ongoing support for young people in our school who have needs on the spectrum.

Autism – SENCology

Gareth D Morewood blogged here for two years, 2008-2010. Gareth’s first eBook, The Role of the SENCO: An Insider’s Guide, is now available from the Optimus Education shop.

The BBC programme ‘The Autistic Me’ generated quite a lot of comment and thoughts through forums, postings, letters, e-mails and, of course this blog. One of the most interesting comments was via a colleague of mine, whose daughter said after the show ‘When is the next part mum?’ My feelings exactly.

There was something missing I felt, in so far as providing the balanced view. A teachingexpertise Facebook follower felt similarly:‘Having read the blog and I must admit to looking at the programme in a less positive light. I thought at first that it was a more positive approach to young people growing up in what is obviously a strange world, but have to agree with the blog author, it seems to only look at their weaknesses. Perhaps it was the length of the programme?’

To gain an absolute balance it is important to allow enough time to cover all perspectives of an issue, and I am not sure this programme allowed for that.

Another comment disagreed:‘I tend to disagree – though it could be viewed as highlighting the negative aspects of Autism, it gave the opportunity for people to have an insight into the issue, not many people really understand it’. Perhaps that is the key point here – that it did give an opportunity for people who don’t have any previous knowledge a chance to get some insight, and perhaps my comments do come from a background where I have some considerable knowledge. However, whenever presenting information to the public I think it’s important not to provide a skewed view, or influence those without an understanding of the issues.

Visitors to teachingexpertise on the whole agree more with my initial post – possibly as those reading it there were doing so from a more ‘specialist’ background?

‘A good review of the program and highlighting that support is needed for the families makes it even more real’.

‘This is a very apt and correct view of the show’.

As with any debate or discussion in the arena of inclusion and SEN, there are political, social, moral and personal viewpoints. I am always conscious that my personal views, as outlined throughout this blog, are not everyone’s. But whatever we think about this program, our own experiences and thoughts as a whole, another colleague summed it up pretty well I think: ‘…something that makes you sit up and take notice like that can’t be bad.’

SENCology blog

Gareth D Morewood blogged here for two years, 2008-2010. Gareth’s first eBook, The Role of the SENCO: An Insider’s Guide, is now available from the Optimus Education shop.

The BBC programme ‘The Autistic Me’ generated quite a lot of comment and thoughts through forums, postings, letters, e-mails and, of course this blog. One of the most interesting comments was via a colleague of mine, whose daughter said after the show ‘When is the next part mum?’ My feelings exactly.

There was something missing I felt, in so far as providing the balanced view. A teachingexpertise Facebook follower felt similarly:‘Having read the blog and I must admit to looking at the programme in a less positive light. I thought at first that it was a more positive approach to young people growing up in what is obviously a strange world, but have to agree with the blog author, it seems to only look at their weaknesses. Perhaps it was the length of the programme?’

To gain an absolute balance it is important to allow enough time to cover all perspectives of an issue, and I am not sure this programme allowed for that.

Another comment disagreed:‘I tend to disagree – though it could be viewed as highlighting the negative aspects of Autism, it gave the opportunity for people to have an insight into the issue, not many people really understand it’. Perhaps that is the key point here – that it did give an opportunity for people who don’t have any previous knowledge a chance to get some insight, and perhaps my comments do come from a background where I have some considerable knowledge. However, whenever presenting information to the public I think it’s important not to provide a skewed view, or influence those without an understanding of the issues.

Visitors to teachingexpertise on the whole agree more with my initial post – possibly as those reading it there were doing so from a more ‘specialist’ background?

‘A good review of the program and highlighting that support is needed for the families makes it even more real’.

‘This is a very apt and correct view of the show’.

As with any debate or discussion in the arena of inclusion and SEN, there are political, social, moral and personal viewpoints. I am always conscious that my personal views, as outlined throughout this blog, are not everyone’s. But whatever we think about this program, our own experiences and thoughts as a whole, another colleague summed it up pretty well I think: ‘…something that makes you sit up and take notice like that can’t be bad.’

Multi-sensory environments in special schools

Sound is now an integral part of the sensory environments that exist in many special schools, and the latest technology involved encourages interaction, stimulation and feedback

They come in all shapes and sizes and, as small, Victorian-built special schools make way for much larger state-of-the-art edifices, architects are including them in their new designs. Multi-sensory environments are now firmly established as part of the therapeutic facilities of many special schools. But with their origins in the snoezelen rooms of the 1970s, they too have undergone something of a metamorphosis. Rooms whose key features were soft structures and ball-pools have been replaced with hi-tech environments using the latest technology to transform pupils’ sensory experience. Replete with state-of-the-art lighting systems and projectors they can transport pupils to faraway places. And part of creating that ‘other world’ is, of course, sound. Take the example of Ysgol Pendalar in Caernarfon, North Wales, where Experia provided a sensory pool, soft play environment and two sensory rooms for a new purpose-built school costing some £4.6m. The school, which is very much part of the local community, caters for approximately 85 pupils from 3–19 years of age with a variety of needs. The suppliers worked closely with architects, building contractors and other trades to ensure that floor and wall coverings, ventilation, heating and electrical infrastructure were best suited for the areas, while staff got on with managing the move from their old premises. The pool required some specialist knowledge and equipment due to height limitations of the room. Low voltage equipment was necessary in the pool area to meet with health and safety legislation and Experia was one of two companies able to supply this. The lighting within the pool included new IRiS LED lights to flood the area with colour, IRiS shape projectors and IRiS light changers—all which are controlled by the pupils from within the pool using state of the art IRiS fully submersible switches. Interactive Solar 250 projectors were used to create background lighting and effects on the walls and ceiling. Sound within the pool was emitted by high spec BOSE speakers, ensuring absolute clarity. In the interactive sensory room a quality sound system with radio microphone was also used to encourage vocalisation.

Children in control
 Whereas earlier sensory environments were all about relaxation, new switch technology—and new pedagogic approaches— have now put interaction, stimulation and feedback to the fore. Carefully constructed multi-sensory environments can be used to encourage pupils to begin to exercise a degree of control over their experiences. Phil Ellis of iMUSE at the University of Sunderland recently described two examples of introducing music/sound technology to children with cerebral palsy (CP) and profound and multiple learning difficulties (PMLD), which further inspired him to create a ‘sonic environment’—a quiet space in which a child or adult could choose to be silent or to create and control sound simply through movement. As Phil explains:

‘An important feature of the therapy is that it is essentially non-invasive, with an emphasis placed on the creation of a highly controlled environment in which individuals are able to choose to develop a range of skills through aesthetic interaction with sound. The essence lies in the internal motivation of the individual; in working from the ‘inside-out’. At all times the individual is given the opportunity to take control of the situation as far as possible. It seems that by giving a person absolute control over sound—where even the smallest movement can generate a sound—the development of expression, interaction, physical control and a sense of wellbeing can take place.’
 The Development of Interactive Multisensory Environments for Expression, 1992–2007

Phil’s equipment included a digital sound processor and microphone, which were used to develop a range of vocal rather than verbal skills, and a Soundbeam. The latter is used as a standalone piece of equipment in many SEN settings, but it is also increasingly included in multisensory environments. By interacting with the ultrasonic beam emitted by the equipment the user can convert physical movement into electronically produced sound. Even the slightest gesture—a flick of the hand, a nod of the head—can produce a musical equivalent. If you would like to get some idea of what people with learning difficulties or disabilities can achieve with the Soundbeam then try logging on to www.myspace.com/bykersoundbeam It will do wonders for your blood pressure. While the original Soundbeam has undergone some significant changes since it was introduced, it has also inspired a whole new world of vibroacoustic equipment, such as the Soundbed, Soundchair, Soundbox and Minibox. These contain loudspeakers mounted beneath resonant cavities that transmit vibration directly to the person sitting or lying on them, enabling the vibrations of sound and music to be experienced physically. These are an ideal feature for any child who is deaf or hearing impaired.

Hydrotherapy
 Of course, sound can be used in any therapeutic setting and there is a growing trend to include it in swimming and hydrotherapy pools. A typical example is Bleasdale House Special Needs School in Lancashire, where SpaceKraft has carried out a makeover of the school’s pool, installing its Sensory Show Magic system, which produces interactive sound and lighting effects. LED lighting installed by the company offers 16.4 million colours at the flick of a switch and, because these switches can be operated from the poolside, all learners can now control the equipment themselves and have a direct influence on their surroundings. SpaceKraft was also able to reprogram many of the existing lights and make other features work more effectively. The school currently has 25 children aged between two and 19 who use the new pool, and the emphasis is on learning. According to headteacher Bob Wright, ‘All our children have profound and multiple learning difficulties, physical difficulties and other associated sensory difficulties, and the new equipment provides a combination of effects that we can use in themed approaches with the children in lessons. When they’re in the water, they’re not just swimming or doing a water activity; the aim is to embellish activities, to accentuate all learning experiences. Our aim is to provide as many experiences as possible for this particular group of children. It’s about the pupils affecting their own environment; it’s about control and it’s about learning.’

Reaching all the senses
 In a separate installation in Sandgate Special School in Kendal, Cumbria, SpaceKraft has included a high-class sound system in a new multisensory room that is proving a huge success with staff and pupils. Headteacher Tom Robson explains, ‘We like to call the room our sensory studio because it’s a creative space where you can do lots of activities, from working with individuals through to delivering whole- class lessons related to particular topics or themes. For example, in a geography lesson themed on deserts, we can actually make the room hotter to support the idea. It’s great! The system is remote controlled and interactive so that pupils can affect their own environment, even though they may have limited movement. We also have a huge digital projection system.’

Finding solutions for your setting
 Naturally, in any design project it is crucial that staff and pupils are fully involved to ensure that the finished product meets their needs. Important lessons can be learned from schools that have already seen projects through to completion. Visits or telephone conversations are well worth making before you finalise your own plans. Not all solutions demand huge spaces and even bigger budgets. Most companies can offer a design service but it is important that the project isn’t company led.

One example of this approach is Beatrice Tate School in east London, which caters for pupils aged 11–19 with severe or profound multiple learning difficulties. After careful thought and planning it opted for a flexible studio system where the space could be used for a variety of functions. As headteacher Alan Black explains: ‘I wanted multi-sensory education to be challenging, innovative, fun and not an activity that could be effectively carried out only in a dedicated room.’ As a result, Alan’s final instructions to the builders were to construct two rooms of different sizes that could be completely dark when required. Both rooms would be completely white with contrasting floor colour, air conditioning, large storage spaces and a high quality audio system located in the store with speakers concealed in the room ceilings. Studio 1 would have windows to the corridor with white blinds and a ceiling window with an electric white blind to allow daylight to light the room naturally, if required, and an interactive whiteboard and projector. Studio 2 would be smaller with an overhead hoist and would be dedicated to the needs of a small group of pupils. Up to 40 electrical points were added to the walls, ceiling and floor so that multi-sensory resources could be situated anywhere within the room. Solutions like those of Beatrice Tate School demonstrate that when it comes to multi-sensory environments, as with many other aspects of educational provision, there is no one-size-fits-all solution. Indeed there are signs that some of the features of what used to be an ‘exclusive’ feature of school provision are finding their way into general classroom design. Certainly as the Building Schools for the Future programme gathers pace, with its emphasis on co-location, there is evidence that something initially seen as special will increasingly become mainstream. Ambient music already plays a role in maintaining a relaxed atmosphere in some mainstream schools and the recent acquisition of SpaceKraft by RM attests to the demands being placed on major suppliers to cater for a wider group of needs as part of the BSF programme. Whatever solution or supplier schools opt for, however, it is equally important that staff training is built into any budget if the benefits of major installations are to be realised. Equipment like Soundbeam may come as part of a multisensory package but like any sophisticated piece of equipment there is the ever present danger that it will be under-used or even forgotten if there isn’t a member of staff on hand who knows how to get the best from it.

CPD for SEN

This article discusses the GTC’s Making SENse of CPD resource, which includes a summary of research findings about the effectiveness of CPD for SEN, as well as the emerging themes in CPD for SEN

As reported in a recent edition of SENCO Update, the General Teaching Council for England (GTC) has developed a resource to support professional development for special educational needs of teachers in mainstream schools called Making SENse of CPD.

The resource draws on the work of schools that employ particularly successful strategies for SEN-related CPD and has the potential to be added to with further practice examples.

The resource has been developed as part of GTC work that aims to:

  • gain a better understanding of the professional development needs of teachers regarding special educational needs in mainstream schools
  • support mainstream schools to build capacity for relevant professional development
  • share experience and good practice in special educational needs.

The resource will be further extended with the publication, through the GTC’s Engage network, of an information bank aimed at early career teachers (see the panel opposite for a preview of this resource). This includes a specially created matrix linking the core standards to inclusion, SEN and disability which provides information and guidance for teachers. The resource itself will be available by the end of March.

Research findings
 In addition to the practical materials, Making SENse of CPD includes a briefing paper that summarises findings about the effectiveness of SEN. These findings are outlined in the box below.

Evidence for the paper was collected through literature searches and school visits. The literature search was undertaken in three sweeps. The first used search terms including: SEN; special education and teaching; teacher effectiveness and special needs students; career development; teaching skills and special needs; special education and mainstreaming.

A second sweep used the search terms: access to education; conductive education; individualised methods; outreach programmes; specialists; special schools and inclusion.

The final search used medical databases to search for learning difficulties and causes; dyslexia and causes; dyspraxia and symptoms.

Other emerging issues

In addition to the issues reported under the main themes in the box below, three other concerns or issues emerged:

1. The major concern arising within the schools visited is the apparent increase in SEN presenting within the mainstream. This is attributed to the closure of special schools and whether a mainstream school has the ability and capacity to cater for a broader range of need. The schools identify an increase in mental health issues, more autism, speech and language difficulties, and more ‘unspecified global delay’.

2. Within the literature other issues emerged which are not reflected within the schools that were visited. For example, teachers in the mainstream are more concerned with children and young people with behavioural difficulties than those with physical or sensory impairments. Significant curriculum differentiation is necessary to meet the range of needs presented. Some teachers appear to have major difficulty in achieving this.

3. The potential impact of greater survival rates for pre-term births and foetal alcohol syndrome on the incidence and type of SEN is not widely recognised in schools but does feature in the literature.

These last three issues resonate with those reported in a number of recent research studies and reports.

SEN support for early career teachers
The GTC Engage Network has created an online SEN information file specifically for early career teachers. The aim is to help early career teachers relate their immediate context and practice to the national professional context. It draws teachers’ attention to the Core Professional Standards, relevant research that can support inclusive teaching and the Inclusion Development Programme from National Strategies. It will also include examples of inclusive practice from early career teachers around the country.

The information file gives ideas to help recently qualified teachers to develop their inclusive practice within the new core standards (introduced in September 2007). A summary of the key elements of each theme within the core standards is included with related questions that teachers have asked. Relevant information and guidance on how teachers can begin to address these questions is also offered. It may also help teachers to identify a specific area of development related to SEN, to clarify this and seek appropriate information and support. 

Emerging themes in CPD for SEN

Creating and sustaining a positive vision and ethos of inclusion for all, including those with SEN and disabilities

  • In schools this is characterised by headteachers presenting a strong statement on the ethos of the school in terms of inclusion and having regard to the moral purpose of education. Evidence from the visits suggests that this ‘vision and ethos’ is realised through strong positive policies and practices, for example, the use of inclusive language in displays and documents, and evidence of distributed leadership and expertise across the whole staff in relation to SEN and disabilities.
  • Effective teaching and learning for all children and young people is seen as central to developing an inclusive school. A holistic approach, with clear communication between professionals, is used particularly for those with SEN and disabilities.
  • Similar themes emerge from the literature. For example, the significance of an inclusive school ethos is emphasised. Diversity is a fundamental determinant in planning for and delivering inclusion. Inclusion is hampered when rigid and inflexible systems for the deployment of staff, curriculum and timetabling were in use.
  • The literature states that inclusion requires a much deeper consideration of teachers’ roles, how collaboration and coordination within the school, and with other professionals and agencies, is implemented. This is particularly relevant within mainstream contexts.

Provision of effective, relevant, strategic and sustained professional learning and development for all staff working with children with SEN and disabilities

  • CPD for SEN is based on principles of effective CPD. The schools use a range of practices such as collaborative planning, observation, co-coaching, teacher enquiry and research. Training, professional learning and development is also inclusive of all staff.
  • A strong feature of these schools is the involvement of a wide range of staff, including teaching assistants (TAs), and the distribution of expertise across the workforce. Particular mention is made of the developing role of teaching assistants working in teams. They are well trained, supported and managed and hold relevant, specific expertise.
  • Further support for strategic approaches to CPD for SEN is achieved through effective and innovative strategies in using existing personnel and financial resources, as well as seeking out additional sources of support where possible. Multiple funding streams for different professionals exist but there is evidence that access to resources and professional expertise is still ‘tight’.
  • Successful strategies for information exchange within and between teams, both internal and external, are in use. Effective communication is, therefore, also found in these schools. All staff are informed and updated on all children’s needs. Particular needs are explained, strategies to meet these needs described and progress tracked.
  • There is an expectation that all staff have access to specialist knowledge and expertise (both internal and external). External expertise is valued highly. All schools mention local authority SEN advisers and advisory teams. Special schools that offer outreach support to mainstream schools were also greatly appreciated.
  • The teachers recognise that initial teacher training (ITT) programmes are crowded. They expect newly qualified teachers to have some experience of what an ‘inclusive school’ looks like in practice. Newly qualified teachers can then better understand their responsibilities to all children and young people, including those with special needs and disabilities.
  • However, for these teachers the skills, knowledge and expertise are best learned and developed ‘in context’ and ‘on the job’. Some suggested that newly qualified teachers should have knowledge of more common conditions, for example, autism. However, all staff must keep up to date with different conditions, as and when the need arises.
  • The literature argues that children and young people are bringing more pronounced emotional, social and behavioural difficulties into mainstream schools. Many teachers are concerned about this. All staff, including TAs, newly qualified and experienced teachers must develop their expertise to meet these challenges.
  • The ‘curriculum of CPD for SEN’ suggested in the literature for both ITT and CPD is therefore similar.
  • Teachers need to know about theoretical frameworks to enhance theory-practice links, reflective practice and enquiry; child development, learning theory and behaviour management. They also need effective support to deepen understanding of learning and behaviour difficulties and how they are linked, and help to resolve difficulties in practice. The literature also suggests that teachers should receive knowledge of specific conditions or groups from specialists, as and when it is needed.

Building the capacity and capability to offer a flexible, innovative and creative curriculum and pedagogy in response to specific identified needs of all children and young people.

  • Much of the CPD for SEN seems to be located in developing excellent teaching strategies for an inclusive classroom. Teachers who are confident and have agency are able to experiment and innovate and thus meet the needs of all children and young people more effectively. Different schemes are brought into schools to meet different needs. In the schools visited there were also examples of adaptive practice, and increased risk-taking by teachers and others. This was particularly strong at Key Stage 4.
  • The literature also provides evidence that creating an inclusive ethos is more likely where teachers understand and are empathetic to all children’s and young people’s needs, being able to see a learning task through the eyes of children and young people who have different learning needs.
  • Approaches to inclusion in the literature emphasise fluid pupil grouping, cooperative teaching and learning, individualised planning, collaborative problem-solving and differentiated approaches. Delivery of the curriculum is team-based, where others, including TAs, provided some teaching, guidance and instruction.

Find out more about the GTC’s work on CPD and SEN and the Making SENse resource file. The GTC welcomes further examples of practice and comments on the resource.

The 21st century SENCo

How has the role of SENCo evolved in education? Gareth Morewood argues the importance of having a clear philosophy and acting as an advocate for students with special educational needs (SEN)

With the advent of Every Child Matters (2003) and the new Key Stage 3 curriculum (2008) the role of the SENCO has changed. The 21st-century SENCO is required to do much more, have a wider range of skills, and deal with an immense range of tasks on a regular basis.

Modern school populations are now far more diverse. There are more young people with mental health needs; we are now better at including students with needs on the autistic spectrum and we have a better understanding of how to create truly inclusive arenas for learning and participation, to highlight but a few issues facing the modern SENCO.

Before I consider the skills and specifics of the modern SENCO, I think it is important to frame an educational philosophy; to set out the parameters from which my role as SENCO is undertaken.

The Salamanca Statement
My journey starts with the Salamanca Statement. More than 300 participants representing 92 governments and 25 international organisations met in Salamanca, Spain, from 7 to 10 June 1994 to further the objective of ‘Education for All’, by considering the fundamental policy shifts required to promote the approach of inclusive education, namely enabling schools to serve all children, particularly those with special educational needs.

Problems with the curriculum
Throughout my teaching career, and subsequently, my last six years as a SENCO, I have been trying to find a resolution to the biggest barrier to effective learning and participation for young people – the National Curriculum. In trying to uphold the principles that I believe in, which stem from from the Salamanca Statement, I found it more and more frustrating that the language-based curriculum presented a barrier, irrespective of any specific needs.

The new curriculum and PLTS
As a result of the Personal, Learning and Thinking Skills (PLTS) framework, which has been developed by QCA, all students will now benefit from a much higher importance being placed on the role of skills. It is designed to increase flexibility and offer greater opportunities for personalising learning, as opposed to ploughing through curricula targets and schemes of work.

As with all good strategies for students with SEN, it benefits every student. The PLTS framework allows us to create learning opportunities that were not possible with the old curriculum – an exciting time for SENCOs.

A good example of this is the development of a ‘nurture group’ from September 2008 (1) at my school. This group has developed from research and historical, need and is a developing provision specific to the school setting in which I work. It is based upon ideas first identified by the somewhat controversial Dr Bruno Bettelheim (2) of a ‘therapeutic milieu’, in conjunction with bespoke teaching methods developed as a hybrid of the TEACCH (3) method for students with autism spectrum conditions, also incorporating the flexibility of the new curriculum and the PLTS. I have developed an intervention to be followed by up to 14 Year 7 and Year 8 students from September.

This is a developing provision, but one that we hope will support students in transition, allowing them to gain skills that will serve them better with regard to the demands of the academic curriculum further into their school careers.

The role
Apart from the curriculum, what does a 21st century SENCO do? It is difficult to sum-up the precise nature of the role, mainly due to the different environments that schools are in – some serving catchment areas with specific socio-economic needs, some with increased needs with regard to different cultures and also the variety of expectations from the senior leadership teams within schools themselves.

Whatever the differences between schools, educational settings and areas, one thing remains certain, the modern SENCO needs to be able to balance a huge range of tasks and activities, while keeping the needs of individual children at the foremost of their thinking. In the words of Rita Cheminais (2005), the 21st-century SENCO needs to be:

  • a lead professional
  • an advocate and knowledge/ information manager
  • a commissioner and broker
  • a resource manager
  • a partnership manager
  • a quality assurer
  • a facilitator
  • a solution assembler.

There has been significant debate recently as to the position of the SENCO: should they be a teacher or not, should they be part of the senior leadership team, do they have to have QTS – the list goes on and on. But the reality for me is more straightforward. I am there to ensure equality for those students who need an advocate. To provide clarity on process and support for parents and carers and staff who don’t have as much experience. I am there to try to ensure greater equality.I often have to consider my position with regard to conflicts of interest and being a true advocate for the students. It is sometimes ‘awkward’ backing parent/carer views and being opposed to the ‘official LA view’. However, as a professional I always think that the needs of the child must

come first, not any loyalties to specific organisations or friends. The individual child for whom the SENCO is the advocate must come first.

To be an advocate in these situations require high levels of skills with regard to separating emotion from fact and statute. These skills cannot be taught, but need to be learned and most certainly don’t come easily. However, being fair and consistent is an important starting point.

Principles of inclusive education
In striving for this equalisation of provision, and the importance of taking account of individual needs, I have developed further my philosophy on inclusion and rights of the child. Building upon the Salamanca Statement it is worth considering the principles of inclusive education:

  • a person’s worth is independent of their abilities or achievements
  • every human being is able to feel and think
  • every human being has a right to communicate and be heard
  • all human beings need each other
  • real education can only happen in the context of real relationships
  • all people need support and friendship from people of their own age
  • progress for all learners is achieved by building on things people can do rather than what they can’t
  • diversity brings strength to all living systems
  • collaboration is more important than competition.

This supports the ideas around the personalisation of learning and the PLTS discussed earlier. The modern SENCO must consider individual needs among a wealth of data and legislation. Balancing this is not an easy task.

Integration is not inclusion
In order to have a clear vision of the role of the modern SENCO, it is important to understand that integration is not inclusion.

Integration is when young people with special educational needs are placed in mainstream provision with some adaptations and resources but on condition that the young person can fit in with pre-existing structures, attitudes and an unaltered environment.

Integration is a necessary pre-condition of inclusion but is not a final solution.

Inclusion is about young people with special educational needs being placed in mainstream provision, where there is a commitment to removing all barriers to the full participation of each child as a valued, unique individual.

It is very important that all students are seen and valued as individuals. To create a truly inclusive model of support, positive attitudes are key.

Overcoming bureaucracy
I have spent a lot of time over the last six years looking at ways I can develop the capacity of my faculty to overcome the inertia of bureaucracy and respond to the needs of students as and when they arise.

In line with expectations and guidance (Code of Practice, 2001) there should be a graduated response to provision. This is best supported with a ‘multi-tiered’ support model, whereby a variety of interventions and provision are readily accessible for young people, without complex referrals or lengthy delays.

A good provision and access map is an important element of the modern SENCO’s provision. My map addresses four key areas of need:

  • cognition and learning
  • communication and interaction
  • behaviour, emotional and social development
  • sensory and/or physical medical conditions.

In building this capacity to respond, and being able to provide for this personalisation of learning, I appointed senior members of my support staff to manage each ‘strand’ of the provision. We will then have a lead in strand areas and also be able to develop specific staff skills in these areas, to provide swifter responses to individual needs, as and when they arise.

Negotiations in developing this new model were lengthy, but the positive support of my headteacher in establishing a structure with truly distributed leadership throughout the school has been invaluable. Our newly appointed headteacher fully embraces the ‘distributed leadership model’ so championed by the NCSL. This affords me complete flexibility with regard to provision, but also absolute accountability.

As a SENCO in the 21st century you can feel lonely and isolated. Having networks where you can seek advice (4) and creating supportive systems within your own team are important. Whilst ultimate responsibility lies with you as SENCO, all the school staff have a shared, corporate responsibility to all students.

Advocating for those students who need it and addressing staff directly who are not supporting the systems all form part of the ‘commissioning and brokering’ role outlined above.

Conclusion
To be a modern SENCO many skills are needed. Most importantly, in my view, is to have a solid philosophical base from which to start your work. From there you need to be able to advocate for students and parents/carers but also mediate and listen. It is important to be able to manage but also lead and to provide critical evaluation of provision and intervention. This needs to be done with a good team of teaching and non-teaching staff. Remember, it is a whole-school responsibility, not just yours. And above all, you must maintain a good sense of humour!

About the author
Gareth D Morewood is director of curriculum support and SENCO at Priestnall School, Heaton Mersey, Stockport. Gareth works voluntarily for IPSEA supporting parents and carers with SEN legislation and is also a member of the Becta ‘Senco-forum’ advisory group. He is currently working towards a professional doctorate after completing an MA in Special and Inclusive Education. Any correspondence can be addressed to Gareth at the school.

References

  • Cheminais, R (2005), ‘Every Child Matters, A New Role for SENCOs, London: David Fulton Publishers.
  • Cheminais, R (2006), Every Child Matters, A Practical Guide for Teachers, London: David Fulton Publishers.
  • DfES (2001) SEN Code of Practice, London: Department for Education and Skills.
  • DfES (2003) Every Child Matters, London: Department for Education and Skills.
  • Pollak, R (1997) The Creation of Dr B, New York: Touchstone.

Notes
1 Further details and initial evaluation of this model will be available early 2009.
2 See biography by Pollak, also work by Bettelheim himself, for example ‘The Empty Fortress’ (1967).
3 Developed at the University of North Carolina, current director of Division TEACCH is Professor Gary Mesibov
4 For example the Becta SENCO-Forum