Inclusion: Special Educational Needs Introductory Core Course Foundation training for teaching assistants Day 1

Key Legislation RE:SEN Special Education Needs Code of Practice for Wales 2002 ( Graduated Response) Education Act 1996 (legal entitlement for parents to express wish) Warnock Report 1978 (suggested getting rid of labels-Handicapped, towards individualised learning) Education Act 1870 (ed for all) Education Act 1944 (compulsory) Education Act 1981 (advocated integration and greater collaboration) Education Reform Act 1988 (entitlement for all children – broad balanced curriculum-NC) Children Act 1989 (children with disabilities are children first) Education Act 1993 CoP 1994 (staged referral – to statementing) DDA 1995 Green Paper 1997 (increase inclusion – contribution LSAs) Shaping the Future for Special Education An Action Programme for Wales 1999 The Learning Country A Paving Documents 2001 SENDA 2001 (DDA 1995 Part 4)

Feelings associated with: Inclusion  valued  at ease  content  happy  useful Exclusion  rejected  upset  angry  frustrated  unhappy  hard done by  useless

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)

The Government’s strategy The Government’s strategy for giving children with SEN and disabilities the opportunity to succeed includes:  removing barriers to learning by embedding inclusive practices in every school and early years setting  raising expectations and achievements by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening the focus on the progress children make.

E DUCATION D IRECTORATE CITY AND COUNTY OF SWANSEA DINAS A SIR ABERTAWE Swansea’s Inclusion Policy The 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

E DUCATION D IRECTORATE CITY AND COUNTY OF SWANSEA DINAS A SIR ABERTAWE Which groups should be included?  Girls and boys  Minority and faith groups  Traveller children, asylum seekers and refugees  English or Welsh as an additional language  More able and talented pupils

E DUCATION D IRECTORATE CITY AND COUNTY OF SWANSEA DINAS A SIR ABERTAWE Which groups should be included? And:  Looked After Children (LAC)  Young carers, pregnant schoolgirls etc  Lesbian, Gay, Bisexual and Transgender pupils  Those at risk of disaffection or exclusion  Those with SEN

The Three Circles ACCESS LEARNING OBJECTIVES TEACHING STYLES Setting suitable learning challenges Overcoming potential barriers to learning Responding to pupils’ diverse needs

To get INCLUSION right ATTITUDES SKILLSRESOURCES

Disability Discrimination ‘It is unlawful for schools to discriminate against disabled pupils for a reason relating to their disability, without justification’. Disability Discrimination Act 1995

Reasonable adjustments Schools are required to make reasonable adjustments to ensure that disabled pupils are not put at a substantial disadvantage in comparison with those who are not disabled. Disability Discrimination Act 1995

The Disability Discrimination Act 2002 ‘This DDA Act requires settings/schools not to treat a disabled child ‘less favourably’ and to make ‘reasonable adjustments’ In practice this means to:  Eliminate discrimination and promote positive attitudes  Promote equal opportunities  Improve access to the curriculum  Make physical improvements  Provide information in a range of formats  Take specific action for children whose first language is neither English or Welsh  Ensure that children are provided with material that is appropriate to their ability

Making provision Schools are required to make different or additional provision available (for example, equipment, resources or additional adult support, where necessary) to meet the needs of pupils with SEN, or SEN and a disability. Education Act 1996

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.

The SEN Code of Practice for Wales (2002) The SEN Code of Practice for Wales (2002): Sets out statutory guidance on policies and procedures for providing appropriately for pupils with SEN. Helps schools, teachers, LEAs and others to understand their responsibilities. It seeks: to enable pupils to reach their full potential and to be included in their school communities to enable pupils to make a successful transition to adulthood.

Areas of need  Communication and interaction  Cognition and learning  Behaviour, emotional and social development  Sensory and/or physical

What factors influence learning? Learning Environment Teacher/ Assistant Task Child

Key parts of a TA’s role  Promoting independent learning.  Encouraging the inclusion of the pupils in the mainstream environment as far as possible.  Enabling the pupil to carry out a task, not doing the task for them.