Presentation on theme: "Identification of Barriers to Learning"— Presentation transcript:
1 Identification of Barriers to Learning Helen Bacon & Caroline WheatleyRotherham Learning Support ServiceInclusion Support Services
2 Identification of Barriers to Learning To understand the range of barriers to learningTo begin to identify the implications for these barriers in school
3 Aims of the session Consider inclusion and develop a shared definition We will:Consider inclusion and develop a shared definitionConsider the principles of inclusion: participating, belonging and achieving and medical and social modelsReflect on our own values and principlesBegin to consider how to support children with barriers to learning and pupils with SEND: what are the possible tensions around inclusion in the classroom?
4 What is effective learning? How do you know that learning is effective and how can this be achieved?Consider:Lesson structureClassroom managementTypes of teachingUse of resourcesTeachers use of languagePupils’ use of languagePupil interaction
5 Medical model versus Social model Medical: a need to appreciate the medical model of disability that focuses upon what the young person’s needs, restrictions and strengths are, in order to then address any deficits in learning and development.Social: embrace the social model of disability which requires those supporting young people to respond proactively to modify and adapt practices and services to meet their individual needs.
6 InclusionInclusion is not achieved by treating everyone the same but by creating a situation where everyone can be treated equally .
7 The new SEND framework Consists of : The Children & Families Act (part 3)The RegulationsThe new SEND code of practice
8 The Big PictureChildren’s SEN are picked up early and support is routinely put in place quicklyStaff have the knowledge, understanding and skills to provide the right support for children and young people who have SEN or are disabledParents know what they can reasonably expect their local school, college, LA & local services to provide, without having to fight for itAspirations for children and young people are raised through an increased focus on life outcomes, including employmentFor more complex needs, an integrated assessment and a single Education, Health and Care Plan are in place from birth to 25There is greater control for parents and young people over the servicesthey and their family use
9 Pupils and families have more of a say Each young person and their family are at the heart of discussions about the support offeredParents should be enabled to share their knowledge of how their child is developing – they know their child bestYoung people also should be included and enabled to talk about what their needs are and how they can be met
10 Identifying Special Educational Needs Class teachers and subject teachers should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.
11 Identifying Special Educational Needs This can be characterised by progress which:Is significantly slower than that of their peers starting from the same baselineFails to match or better the child’s previous rate of progressFails to close the attainment gap between the child and their peersWidens the attainment gapA need to make additional progress with wider development or social needs
12 SEN: areas of need - Speech, Language and Communication Needs Communication and Interaction- Speech, Language and Communication Needs- Autism and Asperger’s SyndromeCognition and Learning- Moderate Learning Difficulties- Specific Learning Difficulties: dyslexia, dyspraxia, dyscalculiaSocial, Emotional and Mental Health difficulties- ADHD, attachment disorderSensory and/or Physical Needs- Hearing Impaired, Visually Impaired- Physical DisabilityProvision which is different from or additional to that normally availableto pupils of the same age
13 SEN provision in school Class teacher remains responsible for working with the child on a daily basisClass teacher should work closely with teaching assistants or specialist staff to plan and assess impact of support and interventions and how they can be linked to classroom teachingSenco should support the class teacher in further assessment, in problem solving and advising on effective implementation of support
14 Class TeachersClassroom and subject teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support and guidance of the SENCO and specialist staffThe classroom teacher should:Focus on outcomes for the child: Be clear about the outcome wanted from classroom and SEN supportBe responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvementHave high aspirations for every pupil: Set clear progress targets for pupils and be clear about how resources are going to help reach themInvolve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress
15 The Graduated Response Removal of barriers to learning and provision of effective special education provision4 part cycle: Assess, Plan, Do, ReviewRevisit, refine and revise decisions and actions as a result of growing understanding of pupil's needs and of what supports the pupil in making good progress and securing good outcomes
17 Possible Tensions What are the possible tensions around inclusion for: The pupilOther pupilsStaffParents
18 Places to find support and guidance Class Teachers and Teaching AssistantsSchool SENCoSpecialist Support Staff, e.g. Autism Communication Team, Behaviour Support Team, Learning Support ServiceSpecialist Leader in Education (SEN)Educational Psychology ServiceLocal Authority Local Offer website