1. 1 Click to edit Master title style Inclusion, the individual and the environment Development and diversity

2. 2 Learning outcomes You will: understand how the terms ‘inclusion’, ‘special educational needs’ (SEN) and ‘disability’ are used understand the context provided by the statutory and regulatory frameworks for SEN and disability know about the duties of school and staff relating to SEN and disability know of key recent documents on SEN and disability and where to refer to them, and understand the difference between ‘within-child’ and ‘environmental’ models of disability.

3. 3 Activity 1 Learning outcomes You will: understand how the term ‘inclusion’ is used, and be introduced to current guidance on inclusion.

4. InclusionExclusion valued at ease content happy useful rejected upset angry frustrated unhappy hard done by useless Associated feelings 4

5. 5 Activity 2 Learning outcomes You will understand: how the term ‘inclusion’ applies to the work of a school, and the importance of inclusive treatment of staff as well as pupils.

6. Principles of an inclusive education service Inclusion is a process by which schools, LAs and others develop their cultures, policies and practices to include all pupils With the right training, strategies and support nearly all children with SEN and/or disabilities can be included successfully in mainstream education An inclusive education service offers excellence and choice and incorporates the views of parents and children The interests of all pupils must be safeguarded. 6

7. Defining inclusion “Inclusion in education involves the processes of increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Inclusion is concerned with the learning participation of all students vulnerable to exclusionary pressures, not only those with impairments or categorised as having SEN. Inclusion is concerned with improving schools for staff as well as for students.” ‘Index for inclusion: developing learning and participation in schools’, CSIE, 2002 7

8. 8 Activity 3 Learning outcomes You will understand: the relevance of the Every Child Matters (ECM) outcomes to inclusion, and the importance of high expectations within the national curriculum inclusion statement.

9. 9 ECM outcomes Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well-being

10. National curriculum inclusion principles Teachers must not ignore the three principles of inclusion in their planning and teaching The statement is flexible so that teachers can match their plans to the needs of all pupils. 10

11. Expectations, expectations How pupils with SEN and/or disabilities respond to low expectations: ‘I like difficult tasks. Easy tasks are too simple and I don't feel like I’ve achieved anything when I have finished them’ Year 5 pupil ‘I like challenging tasks because when I get them right I feel like I've learnt something new’ Year 5 pupil 11

12. 12 Learning outcomes You will: know the range of criteria suggested by Ofsted for school self-assessment understand how the criteria brings together quantitative data on attainment and other areas and qualitative judgements about provision, and understand how the ECM outcomes relate to the criteria. Activity 4

13. 13 Learning outcomes You will understand that: a ‘learning difficulty’ varies with the context of the learning the language and power of those involved in discussions affect decisions about SEN and/ or disability, and these insights have contributed to a shift from ‘within-child’ to more ‘environmental’ constructions of SEN and/or disability. Activity 5

14. Adam’s days “After following Adam for 18 months, we gave up specifying his traits as the explanations of his behaviour and began talking instead about what happened around him daily that seemed to organise his moments as an LD person.” ‘On becoming labelled – the story of Adam’, McDermott, R.P, 1993 What are the implications of McDermott’s findings when we plan learning opportunities for pupils with SEN and/ or disabilities? 14

15. Adam’s days (continued…) “The point of this story is that a person’s competence is interwoven with the context and cannot be viewed as separate. This case points to the importance of recognising learning as being different in different institutional practices. The child learns in the realising of institutional practices in interaction with other persons. Neither the child nor the institutionalised activity/practice in itself create learning or learning problems.” ‘A new approach to learning in classrooms’, Hedegaard, M, 2001 15

16. The environment and the individual Corbett suggests that we should work to ensure that: no one voice be allowed to dominate discussions, and an ever-expanding space be allowed to “accommodate new voices which have remained silent or unheard in the clamour of status”. ‘Bad mouthing: the language of special needs’, Corbett, J, 1996 16

17. Involvement in planning Consider: who was involved in deciding what action to take who had most influence in the decision-making did everyone have a say? Think of an example of planning for the learning of a pupil with SEN and/or disabilities. 17

18. Involvement in planning (continued) Consider: were efforts made to include people who might find it hard to join in what different discourses were involved in the meeting, and did you notice a hierarchy in the respect given to a particular discourse? 18

19. 19 Learning outcome You will understand how statutory duties come together to provide equal opportunities for pupils with SEN and/ or disabilities. Activity 6

20. SEN framework Provides legislation, regulations and guidance Provides for meeting SEN Includes what schools provide from their delegated budgets and what LAs provide from their centrally retained funds The principal legislation in England and Wales is part 4 of the Education Act 1996, which was amended by the SEN and Disability Act, 2001 20

21. 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 have a significantly greater difficulty in learning than the majority of children of the same age or 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 local schools.” ‘SEN code of practice’, DfES, 2001 Pupils with SEN are said to require something ‘additional to’ or ‘different from’ that offered to other pupils 21

22. SEN framework SEN and Disability Act 2001 22

23. Planning duties The DDA requires schools and LAs to increase access to education for disabled pupils. They have a duty to plan for improvements: ● in access to the curriculum ● to the physical environment of the school to increase access to education and associated services, and ● the provision of information in a range of formats for disabled pupils. 23

24. SEN arrangements Planning duties SEN and Disability Act 2001 24

25. Disability discrimination duties The DDA requires schools and LAs to protect disabled pupils against discrimination in schools 25

26. Definition of disability The DDA defines a disabled person as someone who has “a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities” Physical or mental impairment includes sensory impairments and hidden impairments. In the DDA, ‘substantial’ means more than minor or trivial and ‘long-term’ means a year or more 26

27. SEN arrangements Disability discrimination duties Planning duties SEN and Disability Act 2001 27

28. Who and what is covered? Disabled pupils and potential pupils Every school and every aspect of school life: admissions, education and associated services, exclusions The ‘responsible body’ for the school Protection from discrimination 28

29. Two key duties Responsible bodies: must not treat disabled pupils less favourably, and must make reasonable adjustments for disabled pupils. 29 Protection from discrimination

30. Every aspect of school life: admissions education and associated services exclusions 30

31. 31 Every school maintained, independent mainstream, special nursery, primary, secondary, including school sixth forms community, voluntary, foundation or city academy

32. 32 Learning outcomes You will: know where sources of support on special education needs and disability can be found in placement schools and on the internet, and identify key points of action for yourself, in order to consolidate and apply your learning. Activity 7

33. SENCOs Have responsibilities at individual pupil and whole- school level. They may take charge of budgeting, resource allocation, and timetables as well as working with individual pupils Often advise, appraise and train staff and liaise with other professionals 33

34. Routes to support Tutor and mentor are your first contacts Pupils can say what works best for them Parents/carers can give valuable insights Curriculum leaders can help with subject learning and SEN and/or disability issues 34

35. Routes to support Becta – hosts discussion groups on areas of SEN Behaviour4Learning – positive approaches to behaviour management for teacher trainers, trainees and mentors SENCO – can advise and help you learn from specialists such as educational psychologists and therapists Teacher Training Resource Bank (TTRB) Teacher Support Network – practical and emotional support for staff 35