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- Herausgeber: Crown House Publishing
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2017
In The Teacher's Guide to SEN Natalie Packer outlines what all teachers need to know about SEN, and provides a range of practical tips and ideas that can be applied in the classroom. One of the key messages of the Special Educational Needs and Disability Code of Practice, first introduced in 2014, is that every teacher is responsible and accountable for every pupil in their class, including those with SEN. So what does this mean in practice for you as a class or subject teacher? Essentially, it requires you to understand every individual's needs, have a range of relevant knowledge and skills and have the confidence to try out some new approaches. This book is your essential guide to meeting these requirements. The Teacher's Guide to SEN details the areas of need teachers are most likely to encounter, including: speech, language and communication needs (SLCN); autism (or ASD); moderate learning difficulties (MLD); specific learning difficulties (SpLD), including dyslexia, dyspraxia and dyscalculia; social, emotional and mental health needs; and physical needs, including visual impairment (VI), hearing impairment (HI) and physical disability. It also provides a useful overview of the many potentially unfamiliar acronyms used in SEN. Special educational needs and disability (SEND) is an umbrella terms which covers a varied array of different needs. They may impact upon learning and cognition, behaviour, social interactions, or an individual's ability to access the curriculum and certain activities in the same way as their peers. With the appropriate support, these needs need not be a barrier to learning, as this book demonstrates. The Teacher's Guide to SEN offers practical hands-on strategies to ensure high-quality teaching for all, together with key facts, real-life case studies and questions for reflection. The comprehensive advice includes: defining special educational needs; understanding your responsibilities; identifying pupils with SEN and putting support in place as part of the graduated approach; contributing to SEN reviews and education, health and care plans (EHC plans); making reasonable adjustments in the classroom; delivering inclusive, high-quality teaching for all; raising expectations; classroom strategies, focused on feedback, planning, questioning, modelling and scaffolding learning; developing relationships with pupils and their families; effective partnership working with teaching assistants, parents and outside agencies; and tracking and reviewing progress and provision. Relevant to all primary and secondary practitioners, this is an essential point of reference for busy teachers, including trainees, NQTs or indeed any practitioner who would like to refresh their knowledge or gather some new ideas to try in the classroom.
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Praise for The Teacher’s Guide to SEN
The Teacher’s Guide to SEN is both practical and informative; an ideal read for teachers, SENCOs and school leaders wishing to understand how best to support the needs of all learners. Highly recommended!
Professor Dame Alison Peacock, CEO, Chartered College of Teaching
The Teacher’s Guide to SEN demystifies the jargon and complex issues surrounding students’ additional needs. Filled with helpful, practical, classroom-based strategies and case studies it reassures and guides in equal measure. Apply these techniques so you can make ‘reasonable adjustments’ and provide high-quality learning experiences for all your students, irrespective of their individual starting points.
Carmel Bones, education consultant, AST, trainer and author
Natalie Packer uses her expertise, knowledge and vast experience in SEN to produce a book that should be read by every new teacher entering the profession. The Teacher’s Guide to SEN balances theoretical approaches to supporting children with special educational needs with helpful ideas and case studies that are rooted in current practice. It is a book that offers the reader the opportunity to critically reflect on their own practice and empowers teachers to put in place practical strategies that will genuinely make a difference to learning in the classroom.
David Bartram OBE, Director of SEND, London Leadership Strategy
A fantastic, practical resource. This book demystifies the world of SEN so that every teacher can exhibit inclusive practice to meet the needs of a wide range of learners. The combination of brief case studies, key ideas from research, links to further resources and instant things to try makes this book a unique CPD tool for busy teachers.
Maria Constantinou, Deputy Head and Inclusion Leader, St Mary’s C of E Primary School
In The Teacher’s Guide to SEN (her follow-up to The Perfect SENCO) Natalie Packer demystifies SEN. The first part of the book gives an overview of SEN and what it means to be an inclusive teacher in practice. In the second part, each of the four main areas of SEN is covered in turn, in a very clear and user-friendly way. Finding useful tips and strategies is made easy with the use of icons throughout. This is a really practical and readable guide. This book will contribute to an increased knowledge and understanding of SEN at a critical time in the implementation of the government’s reforms.
Malcolm Reeve, Executive Director for SEND and Inclusion, Academies Enterprise Trust, National Leader of Education, National College for Teaching and Leadership
Natalie draws on her wealth of experience and knowledge of SEN, plus the best available evidence, to produce this essential trove of key information and reflective and practical activities. The actionable strategies to support learners across the common areas of need are built on core components of high-quality teaching that work for all. This book demystifies the process of removing barriers to learning and will help new and practising teachers alike to develop confident and independent learners.
Rob Webster, Researcher, Centre for Inclusive Education, UCL Institute of Education
I dedicate this book to my beautiful niece Lexi, who was born part way through the writing process and whose existence constantly reminds me of the pure joy a child brings into our lives.
Acknowledgements
Thank you to all the amazing teachers and SENCOs who have provided me with ideas and case studies for this book. Thank you also to my husband Frank for his encouragement and patience, and to my ‘unofficial editor’ Helen for trying to keep me on track throughout this rather long journey!
Contents
Introduction
When you think about the pupils you teach, which ones immediately spring to mind? Is it the pupils who seem to effortlessly complete learning tasks and make progress easily? Is it the pupils who sit quietly in the corner of the classroom and just ‘get on with things’? Or is it the pupils who find school difficult, display challenging behaviour and appear to require constant support to stay on task? It’s probably the latter! The amount of time and energy focused on certain individuals as a result of their personalised learning needs can appear to be disproportionately high. However, every child has the right to be given the opportunity to succeed at school. For some, additional and targeted investment in them is exactly what they need in order to achieve.
The profile of pupils we teach today is very different to that of twenty (or even ten) years ago. Advancements in medicine have led to an increase in neonatal survival rates, meaning there are more pupils in our schools with complex learning difficulties and disabilities. A greater number of children and young people are now identified as having mental health problems, perhaps caused by traumatic early childhood experiences or external pressures, such as exam stress or the negative impact of social media. As professionals, we also have a greater awareness of the range of challenges children are experiencing and understand that their needs may be as a result of a variety of cognitive, communication, physical or emotional factors.
September 2014 brought with it some of the most significant changes to the national system for special educational needs (SEN) that we have seen for a long time. The introduction of the new Special Educational Needs and Disability Code of Practice raised the bar in terms of what is expected of teachers.1 One of the key messages of the code is that every teacher is responsible and accountable for every pupil in their class, including those with SEN. So what does this mean in practice for you as a class or subject teacher? Essentially, it requires you to understand every individual’s needs, have a range of knowledge and skills you can apply in the classroom and have the confidence to try out some new approaches. This isn’t always easy, particularly when you may feel under pressure to demonstrate progress and achieve constantly improving results. However, being an inclusive teacher and getting great outcomes go hand in hand: what’s good practice for pupils with SEN is, more often than not, good practice for all.
The information and advice given within this book is based on the assumption that, with a positive attitude, quality support and high aspirations, everyone can learn (albeit every child’s learning priorities may be different). Your role is to enable all pupils to learn as effectively as possible. As committed teachers, we strive to do the best we can for all the children and young people we teach. If a pupil has SEN, this can often bring additional challenges for us as professionals, and this is where some guidance and support can be helpful.
The Teacher’s Guide to SEN is for all primary and secondary teachers. It will be useful to those still training, those in the early stages of their careers and those more experienced practitioners who would like to refresh their knowledge or gather some new ideas to try in the classroom. Although the book has been predominantly written with teachers in mind, it will also be helpful to other education professionals who work with children and young people with SEN, including teaching assistants (TAs). The main aims of the book are:
To give you an overview of SEN.
To consolidate your understanding of what constitutes inclusive, high-quality teaching (HQT) for all pupils.
To develop your knowledge of the main areas of SEN.
To suggest strategies and ideas to use when teaching pupils with particular needs.
To provide an opportunity for you to reflect on your own practice in relation to SEN.
The book is divided into two parts:
Part 1: The inclusive teacher
This part has been written to give you an overall insight into what is meant by SEN. It aims to clarify your key responsibilities in providing HQT for all pupils and SEN support for some, where required. It also highlights the importance of working in partnership to meet the needs of those with SEN, for example with parents and TAs.
Part 2: The teacher’s toolkit
This part focuses on the broad areas of need, as outlined in the Special Educational Needs and Disability Code of Practice. It provides guidance on potential barriers to learning and offers practical strategies for supporting pupils with specific needs, such as moderate learning difficulties, autism and dyslexia. It does not aim to provide a comprehensive guide on every single learning need (now that would be a large publication!) but rather focuses on some of the most common areas of need you are likely to come across. There are examples of further resources which can be used to support each area of need covered. Part 2 has been written to dip in and out of, so you can visit the chapters most relevant to your needs or interests.
In each chapter you will find a wealth of information, underpinned by theory and research, and practical, hands-on ideas that can be used in the primary and/or secondary classroom. Each chapter contains the following:
Did you know?
Interesting facts and examples from research which will help build your knowledge of SEN and address some common misconceptions.
Try it!
Practical activities for you to try in your classroom.
Case studies
Examples of great practice from a range of teachers and other professionals involved in supporting children and young people with SEN.
Reflect
Questions to ask yourself, to reflect on how you currently teach and consider how you could put some of the ideas into practice in your classroom (so you can have an even greater impact on learning!).
Further resources
Examples of publications or websites that provide additional information on the topics covered in the chapter.
Although this book lists common barriers to learning and examples of strategies for pupils with different needs, this is not to suggest that if we simply apply the list of ideas, we will have all the solutions. Children with SEN are far too complex for that! No two children with SEN are the same and so no one way of teaching will be suitable for every child, even if they have similar areas of need.
Ultimately, this book is about teaching and learning for all pupils, including those with SEN. As committed teachers, we strive to do the best we can for all our pupils. We must recognise that some pupils will take longer to learn than others or will learn in different ways. Therefore we will need to be flexible and adapt our teaching to suit them. That’s what makes teaching inclusive.
1 Department for Education, Special Educational Needs and Disability Code of Practice: 0 to 25 Years (2014). Ref: DFE-00205-2013. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
Part 1
The inclusive teacher
Chapter 1
What are special educational needs?
Defining SEN
Imagine it’s the start of the year and you’ve been given a new class list by a member of the senior leadership team (SLT) or your head of department. They tell you that this is a class with ‘lots of SEN’. (Clearly they think you’re up to the challenge!) What are your initial thoughts? What information will you need about the pupils? And what does ‘having SEN’ actually mean anyway?
The term special educational needs is one that has been used within education for a number of years. It refers to children and young people who have learning difficulties or disabilities that make it significantly harder for them to learn or access education than most of their peers. A formal definition of SEN is given on page 15 of the Special Educational Needs and Disability Code of Practice:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
According to the code, a pupil has a learning difficulty if they have:
a significantly greater difficulty in learning than the majority of their peers of the same age, or
a disability that prevents or hinders them from making use of the facilities generally provided for their peers (this includes difficulties in accessing the curriculum)
Learning difficulties and disabilities cover a wide range of issues, including challenges in acquiring basic skills, specific difficulties with reading, writing, numeracy or motor skills, communication problems, emotional difficulties, mental health issues, sensory needs, physical needs, etc. This is by no means an exhaustive list and later on in this chapter you will come across further information about the broad areas of need which are identified within the Code of Practice. Whatever the difficulty might be, however, the pupil will require special educational provision to help remove potential barriers to learning.
Special educational provision
If delivering high-quality lessons is the norm for you, no doubt you’ll be meeting the needs of most of the pupils in your class. But even as a brilliant teacher, you will still come across some pupils who require additional provision. Additional provision goes beyond the differentiated approaches and learning arrangements that we would usually expect to be in place as part of HQT. Special educational provision may include some, or all, of the following:
A highly personalised curriculum and individual timetable – e.g. a curriculum that includes life skills lessons.
Specialist resources or equipment – e.g. a wheelchair, communication aids.
The use of specific and individualised strategies in the classroom – e.g. time out, alternative forms of communication.
Additional interventions to target basic skills – e.g. literacy or numeracy group intervention.
Additional support from an adult or peer – e.g. support from a TA.
Support with physical or personal care difficulties – e.g. eating, toileting, getting around school safely.
Input from other professionals – e.g. specialist teachers, educational psychologists, speech and language therapists.
Individualised learning plans that identify specific targets and outline the special educational provision to be put in place.
Schools have a duty to make special educational provision available for any pupil who needs it. This means that every teacher within the school has a responsibility to deliver HQT and to support any special educational provision in place for individuals.
Did you know?
Just over 14 per cent of pupils in the UK are currently identified as having SEN.1 On average, that equates to approximately four pupils in every mainstream class.
A little bit of history
In the UK today, there is no question over the right of pupils with SEN to be included within our education system. However, this was not always the case. When compulsory schooling began in the late 1800s, many children with learning disabilities were deemed to be ‘uneducable’ and so were denied the formal right to any education. Some provision existed for deaf, blind, ‘defective’ and epileptic children under the Elementary Education (Blind and Deaf Children) Act 1893 and the Elementary Education (Defective and Epileptic Children) Act 1899. However, it was almost one hundred years later before any significant change took place when the Education (Handicapped Children) Act 1970 was introduced to ensure entitlement to an education for every child, irrespective of their needs or difficulties.2
In the late 1970s the government set up an inquiry, led by the Warnock Committee, to look at the needs of children who required additional provision in school. The committee’s report3 gave rise to the Education Act 1981, introducing the term ‘special educational needs’ and establishing statements of need, which were legal documents outlining provision for pupils at the most severe end of the SEN continuum.4
A series of other acts, legislation and statutory guidance have since followed, all of which have aimed to increasingly promote the inclusion of pupils with SEN in the education system. This included the Special Educational Needs and Disability Act 2001,5 which prevented discrimination against people with disabilities in their access to education, and the Special Educational Needs Code of Practice 2001.6 The code, which provided a clear framework for identifying, assessing and meeting the needs of pupils with SEN, was based on the general principles introduced by the SEN and Disability Act. These included the right for a child with SEN to have their needs met (normally within a mainstream school), to have their views and those of their parents considered and to have access to a broad, balanced and relevant curriculum.
By 2011, the SEN system that had been in place for ten years was no longer fit for purpose so a new legislative act and Special Educational Needs and Disability Code of Practice were consulted on and finally introduced in 2014. The Children and Families Act extends the previous system for SEN so that it covers children and young people with SEN from birth, right up to the age of 25.7 The Act gives children, young people and their parents greater control and choice in ensuring needs are properly met. The Act also replaces the previous statements of SEN with education, health and care (EHC) plans. The EHC plan describes all the child’s needs and long-term outcomes, in addition to detailing the specialist help and provision required to meet them.
Try it!
Read all about it!
Maintained schools and academies must publish a SEN Information Report on their website giving information to parents about the SEN provision in the school. Have a look at your school’s SEN Information Report on their website (and also the SEN policy) as this should provide a good overview of the provision your school has in place for pupils with SEN.
The Special Educational Needs and Disability Code of Practice: 0 to 25 years
The Special Educational Needs and Disability Code of Practice provides guidance and advice to schools (as well as local authorities (LAs) and other organisations) about how to identify, assess and make provision for children and young people with SEN. The code outlines the actions that schools should take to meet the needs of pupils with SEN by removing barriers to learning and putting high-quality provision in place. It also includes information on how education, health and social care providers should be working together to meet the needs of children and young people with SEN and how EHC plans work.
The guidance in the Code of Practice is designed to encourage the following:
Early identification of SEN and early intervention to support a child or young person once their needs have been identified.
Greater choice and control for children, young people and parents over the support to be provided (the views, wishes and feelings of those directly involved must always be considered).
Collaboration between education, health and social care services to provide a range of support for young people with SEN.
High-quality provision in schools and other settings to meet the needs of children and young people with SEN.
Support to enable young people with SEN to become increasingly independent as they move from childhood into young adulthood.
As a professional working alongside pupils with SEN, it is important you are able to apply these principles where appropriate: for example, by contributing to the identification of a pupil’s needs or by providing HQT and support.
Areas of SEN
The Code of Practice identifies four broad areas of need and support. The four areas can be used by schools to review and manage their special educational provision, as they give an overview of the range of needs that should be planned for. Although the purpose of the broad areas is not to ‘label’ children or try to fit them into a box, you may find the categories useful for thinking about some of the general areas of special needs that you will need to plan for within your own class:
