NQT Support and Training Additional Learning Needs Tuesday 22 nd March 2011

NQT Support and Training

Additional Learning Additional Learning NeedsNeeds

Tuesday 22Tuesday 22ndnd March March 20112011

Copy this sentence as quickly and as accurately as possible.

Καλέστε την αστυνομία Ευτυχισμένο το Νέο Έτος Μία γλώσσα δεν είναι ποτέ αρκετή

Session 1Setting the SceneSetting the Scene

How do you look at SEN?

The Medical Model of SEN• Child is faulty

• Diagnosis

• Labelling

• Impairment becomes focus of attention

• Assessment, monitoring, programmes of therapy imposed

• Segregation and alternative services

• ordinary’ needs put on hold

The Social Model of SEN

• Child is valued• Strengths and needs defined by self and others• Outcome based on programme design• Resources made available to ‘ordinary’ services• Training for parents and professionals• Relationships nurtured• Diversity welcomed• Society evolves

Why should we Why should we include all include all children?children?

Activity 1 In your group come up

with two or three reasons

(or more) why we should include all

children.

What is Educational Inclusion?

• Educational Inclusion is about creating a secure, accepting, collaborating and stimulating school in which everyone is valued, as the foundation for the highest achievement for all pupils.

In an Inclusive school:

• the inclusive ethos permeates all school policies so that they increase learning and participation for all pupils

• school practices reflect the inclusive ethos and policies of the school.

(adapted from Index for Inclusion, CSIE)

What do we mean by Inclusion?

“Integration is the manipulation of the child to fit the system.…

Inclusion is the manipulation of the system to fit the child”

Peter Mittler

Integration is a place,

Inclusion is a feeling.

Swansea’s Inclusion PolicyThe City and County of Swansea is committed to a policy of social inclusion of which inclusive education is a key dimension.

Inclusion is defined as the process of increasing the participation of learners in their communities. Inclusion is a process not a fixed state. It is about ensuring fair and equal treatment for all and promoting practice that:

• removes discriminatory structures, biased policies and prejudicial practices

• celebrates diversity• maximises the achievement of all

The Three Circles

ACCESS

LEARNINGOBJECTIVES

TEACHINGSTYLES

Setting suitable learning challenges

Overcoming potential barriers to learning

Responding to pupils’ diverse needs

To get INCLUSION right

ATTITUDES

SKILLS RESOURCES

Danny’s Story

How do I How do I make a make a

difference difference as an as an NQT?NQT?

What do What do the the

children children say?say?

Maresa’s Story“The most important thing is that I want to be part of ordinary life, and I want the same experiences as other kids. Also, I want to be allowed to learn things that need thinking about and are challenging. I want to be able to contribute, and to discuss things that are important to me and other kids. We need to be together to do that. When we experience things together, we can learn about what we are interested in , and about each other’s life. It is important to educate schools so they change to make things better for kids who need a lot of help or get very tired.”

Maresa MacKeith, aged 15,has cerebral palsy. She is a wheelchair user and uses a communication device to speak.

Activity 2• Think about who has made a

difference in your life.

• Spend 10 minutes discussing why.

What do What do the the

standards standards say?say?

What the standards say about ALN and becoming a fully

qualified teacher• Teachers understand how pupils learning can be

affected by their physical, intellectual, linguistic, social, cultural and emotional development.

• They understand their responsibilities under the SEN Code of Practice for Wales and know how to seek advice from specialists.

• They know a range of strategies to promote good behaviour and establish a purposeful learning environment.

• Teachers plan effectively to meet the needs of all pupils including where applicable those identified SEN, gifted and talented pupils and those with English or Welsh as an additional language.

What does What does the the

legislation legislation say?say?

Definition of Special Educational Needs

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:(a) have a significantly greater difficulty in learning than the

majority of children of the same age; or(b) have a disability which prevents or hinders them from

making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority

(c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.

The SEN Code of Practice for Wales

States that:

‘The child’s class teacher should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme.’

SEN Code of Practice (section 1:5)

• A child with SEN should have their needs met

• These needs will normally be met in a mainstream setting

• A child’s view should be sought

• Parents have a vital role to play

• Children should be offered access to an appropriate curriculum

The nature of special educational needs

Special educational needs could mean a pupil has difficulties with:

– all of the work in school (global)– some of the work in school (specific)– reading, writing, number work or understanding information– expressing themselves or understanding what others are saying– making friends or relating to adults– behaviour– organising themselves– some kind of sensory or physical need which may affect them in school.

Areas of need• Communication and interaction

• Cognition and learning

• Behaviour, emotional and social development

• Sensory and/or physical

Activity 3

Categories of SEN

The SEN Code of Practice for Wales 2002

Says that schools should…• Have an SEN or Inclusion Policy• Appoint a named Special Educational

Needs Co-ordinator (SENCo) to have overall responsibility for the children with special educational needs

The Disability Discrimination Act 2002

The DDA 2002 sets out that schools should not treat a disabled child

‘less favourably’ and to make reasonable

adjustments.

Activity 4

Disability Discrimination Task in groups

Activity 5

• ALN• ADHD• BATOD• BSL• CAMHS• CP• DDA• DLA• EAL• EBD• ATL

Do you speak this language?

• EPS• EWO• FP• IPP• IBP• IEP• LEA• MLD• NVQ• SENCo• SENCoP• VI

Session TwoGetting the Right Support at Getting the Right Support at

SchoolSchool

Activity 6

• Look at the following comments and decide if it is the role of the NQT or the SENCO.(Hint: Eight of each!)

Whose role is it?

NQT or Senco?Reads and is aware of the schools’ SEN

policy.Determines if a child has an ALN.Attends/participates in INSET training

provided.Plans classroom provision for pupils with ALN.Liaises and offers advice to fellow members

of staff.Liaises with external agenciesContributes to review meetings when

required.Uses LSAs effectively in the classroom.

Writes and implements SEN policy.

Co-ordinates provision for pupils with ALN.

Provides information for outside agencies.

Liaises with other members of staff.

Manages with SEN team of teachers and LSA’s

Liaises with parents and arranges review meetings

Contributes to in-service training

Maintains relevant records

What is my role as an What is my role as an NQT?NQT?

Reads and is aware of the schools’ SEN policy.

Liaises with other members of staff.

Uses LSAs effectively in the classroom. Plans classroom

provision for pupils with ALN.

Maintains relevant records.

Attends/participates in INSET training provided.

Contributes to review meetings when required.

Provides information for outside agencies.

What is the role of the What is the role of the SENCO?SENCO?

Writes and implements SEN policy.

Liaises and offers advice to fellow members of staff.

Manages with SEN team of teachers and LSA’s.

Co-ordinates provision for pupils with ALN.

Determines if a child has an ALN.

Contributes to in-service training.

Liaises with parents and arranges review meetings.

Liaises with external agencies.

Primary and Secondary settings

• Early Identification is seen as critical • 3 stages: School Action

School Action PlusStatement

• The role of the SENCO is critical • Non-contact time should be available

When do I When do I need an need an

IEP?IEP?A. You need an IEP when a child is at School Action.

What is What is School School Action?Action?

A. When a child is identified with additional needs which are ‘different from’ or ‘additional to’ other strategies provided within your classroom.

Individual Education Plans

What do I need What do I need to know to know about IEPs?about IEPs?

A. I need to know that IEPs:• should only record that which is additional to or different from differentiated planning• have 3 or 4 focussed targets• match pupils’ needs• celebrate and build upon a child’s strengths• are written with the child and the parents

How do I write How do I write IEPs?IEPs?

A. IEPs:• have SMART targets • use simple language• describe criteria for success• include teaching strategies • include advice for parents

How do I How do I review review IEPs?IEPs?

A. I review IEPs:• at least twice a year • with the parents • with the child

What is differentiation?What is differentiation?The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations. Janet Spillman, 1991 (http://www.pearsonpublishing.co.uk/education/samples/S_494342.pdf)

Differentiation is the matching the of work to the differing capabilities of individuals or groups of pupils in order to extend their learning.

Ofsted

In differentiated classrooms teachers ensure that a student competes against himself as he grows and develops, more than he competes against other students.

‘Different learners, different lessons’ by Carol Ann Tomlinson 2002

How do I differentiate to suit How do I differentiate to suit the needs of all learners?the needs of all learners?

Result/Outcome Task

Recording Support

Expectation Time

InterestOrganisation

How do I use teaching How do I use teaching assistants?assistants?

Activity 7Brainstorm in small groups

how teaching assistants support SEN children in your

class.

Teaching Assistants

can…

… support readers that have a reading

age below their chronological age using a range of

support activities.

… liaise with the NQT in relation to target setting for the IEP…. support the implementation of IEP targets.

…. make resources that will support SEN children’s learning.

…. support SEN children’s learning in class.

…. play spelling games with

small groups of children.

…. create behaviour target cards to support EBS children.

…. take small groups for differentiated problem solving maths tasks.

…. run circle time sessions.

Creating partnerships between teachers and TAs

• Differentiating the roles of teacher and TA• Dedicated planning is essential if support is to

be effective• Developing feedback mechanisms• Dealing with behaviour management issues

under teacher guidance• Ensuring TA’s are informed of the needs of

the children with SEN• Including TA’s in reviews• Inviting TA’s to staff meetings/staffrooms• Including TA’s in written communication

How can TAS help to raise standards of achievement for

all pupils?• Being involved at whole –class level• Helping implement lesson plans/IEPs • Making possible more ambitious

learning activities• Providing support for literacy and

numeracy• Providing feedback to teachers• Preparing classroom materials

Session ThreeGetting the Right Support for Getting the Right Support for

Children with More Complex NeedsChildren with More Complex Needs

What is school action What is school action plus?plus?

Q. So what is different about School Action Plus?

A. Two reviews of IEPs highlights inadequate progress, outside agencies are involved and a more structured IEP is put in place.

Q. How do I write IEP’s at School Action Plus?

A. IEPs at School Action Plus should also include advice from outside specialist agencies. The targets should be delivered within the normal classroom setting.

Early Years / School Action Plus

Involvement of outside agency

School Action / Early Years Action

Involvement of SENCO and Parents

In class provision / differentiation

Statement of Special

Educational Needs(under 2% of

children).

All teachers are the teachers of children of ALN.

Who is who?

Outside agencies

Who is who?

Outside agencies

Advisory Teachers

EducationalPsychologyService

Portage

Child and AdolescentMental Health Services

SchoolNurse

Speech and Language Therapists

Occupational Therapist

SocialServices

Physiotherapist

What is the What is the best way best way

of working with of working with parents?parents?

A parent’s journey … …

How well am I How well am I doing?doing?

An audit as an NQT for meeting ALN