Presentation on theme: "Inclusion Development Programme:"— Presentation transcript:
1Inclusion Development Programme: An OverviewDyslexia, Speech, Language and Communication Needs
2The Bercow Report A Review of Services for Children with SLCN Key themes:Communication is crucialEarly Identification and intervention are essentialA continuum of services designed around the family is neededJoint working is criticalThe current system is characterised by high variability and a lack of equity.
3Prevalence of speech, language and communication needs In some parts of the country as many as 40–50% of children have problems with speech, language and communication that could be addressed through a universal offer and through language rich environments.There is a separate group of children, around 5–7% of the total population, who have SLCN arising from having a specific language impairment. Other children will have SLCN arising from other impairments, e.g. children with autism, many with cerebral palsy and many with learning disabilities.
4The Cost to the Nation Educational attainment Social Relationships and Personal DevelopmentBehavioural and Emotional DevelopmentCriminal ActivityEmployment
5Dyslexia –BDA Research Approx 10% of the population is dyslexicAround 4% are seriously affected, further 6% have moderate to mild problemsRatio of identified dyslexics 4:1 boys to girlsAffects all levels of ability, all backgrounds
6The Cost to the Nation‘Delay in supporting dyslexic pupils costs £1.8 billion a year ‘The IndependentEducational underachievement- £1.2 billionPupil referral units- £64 millionCriminal Activity-£280 million on prisonsPupils expelled from school- £16 millionNHS drug treatments- £266 million
7What is the IDP?A four year programme of continuing professional development designed to increase the confidence and expertise of mainstream practitioners in meeting high incidence SEN in mainstream settings.
8What is the purpose of the IDP? Through engagement with the IDP, staff will be supported in developing both the skills and knowledge to identify those pupils who may be struggling as a result of a hidden disability and to use effective teaching strategies to meet their needs.
9Further aims of the IDPTo improve outcomes for pupils and narrow attainment gapsTo promote early recognition and intervention for pupils experiencing difficultiesTo increase the confidence of all practitionersTo support schools and settings to become more effective at strategic approaches to support and intervention
10Who does the IDP involve? The DCSF expect all schools in mainstream settings to set aside school development time for all teaching staff to work through the IDP e-learning materialsTeaching staff are expected to work collaboratively to share knowledge and observations with each other
11What is the focus of the IDP? Year 1 : Dyslexia, speech, language and communicationYear 2 : Autistic spectrum disordersYear 3 : Behaviour, emotional and social difficultiesYear 4 : Moderate learning difficulties
12IDP content: Dyslexia and SLCN BarriersWhat is dyslexia?The barriers to learning for people withdyslexiaWhat is SLCN?SLCN
13IDP content: Dyslexia and SLCN Overcoming Barriers: DyslexiaIdentification of pupils on the dyslexia continuumMaking adjustments to include learners with dyslexiaStrategies and resources for recording understanding and knowledgeThe dyslexia inclusive schoolImplications for planning: dyslexia
14IDP content: Dyslexia and SLCN Overcoming Barriers: SLCNIdentification of pupils with SLCNMaking adjustments to include pupils with SLCNStrategies and resources to enhance pupils expression, demonstration and recording of understanding and knowledgeThe communication inclusive schoolImplications for planning: SLCN
15The IDP ProcessLog on toUse the self-evaluation for dyslexia and SCLN to ascertain current levels of skill and understanding in these areasDevelop an IDP action plan based on initial evaluationsSet aside appropriate time to address staff training needs (between one and two terms)Evaluation of processGive participants appropriate hard copies of IDP library resources (including self-evaluation frameworks)
16Remember the IDP is not intended to be worked through in a linear fashion – staff should use the programme to meet their identified needs
17Initial self-evaluation Two self-evaluations need to be completed: dyslexia and SLCN9 categories of skills and knowledgeDevelopmental modelIndividual and whole schoolEvidencePerformance managementShow participants 9 areas of skills and knowledge for dyslexia & SLCN
18Longer term evaluation Are all staff able to identify pupils withdyslexia and SLCN needs?Are all staff using effective teaching strategies at ‘Wave One’ to address the needs of dyslexic and SLCN learners?What impact has the IDP had on pupil achievement?
19SIS Inclusion Team: What support can we offer? Inclusion/Teaching Children Talking:Communication Difficulties, the Classroom and the Curriculum KS1,2 and 3 – train lead person.Learning Together, Working Together (Foundation Stage)Listening and Attention/Phonological Awareness – staff meetings (KS1 and KS2)Language for Thinking/Speaking and Listening through Narrative – pm training for teaching assistants and lead teacher(KS1 and 2).Training for TAs in Y7 pilot project.
20SENSS: What support can we offer? One free session to all schools to support them with the IDP (information gathering, planning, identifying and meeting needs)SLA can be used to provide further supportThree half day central training sessions on the 9 categories of IDP skills and knowledge for dyslexiaDyslexia friendly schools accreditation