1. Inclusion Built on training material from:
TDA 2009 Special educational needs and/or disabilities Training toolkit TDA 1

2. understand the concept of special educational needs
Learning Objectives
understand the concept of special educational needs
understand the SEN duties set out in the SEN Code of Practice 2001
know the key elements of an effective education plan
You will learn how to base your expectations of what pupils with SEN and/or disabilities can achieve on accurate assessment and tracking their progress against predictions derived from national data sets
You will know how to adapt your planning to take account of learning objectives, teaching approaches and strategies for pupils with SEN and/or disabilities
TS 1, TS 2, TS 5, TS 6 2

3. SEN
Currently just over1:5 children (1.7million) are identified as having SEN (Ofsted 2010)
In 2007/08 there were:
8,130 permanent exclusions from English schools
383,820 ‘fixed period’ exclusions
Pupils with SEN are eight times more likely to be permanently excluded from school than the rest of the school population
Currently pupils identified with SEN are disproportionately from disadvantaged backgrounds, are much more likely to be absent from school and achieve less well than their peers. (Ofsted 2010) 3

4. 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 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 using educational facilities of a kind generally provided for children of the same age in schools in their areas.”
DfES, 2001 4

5. Areas of need from the SEN Code of Practice 2001
Cognition and learning
Communication and interaction
Behavioural, emotional and social
Sensory and physical 5

6. True or False?
Fewer pupils have SEN in secondary schools than in primary schools
Research-based class teaching methods − for example, for teaching reading − can more than halve the proportion of pupils with SEN
Summer-born pupils are more likely to be identified as having SEN than pupils born in the autumn
Nearly one in three nine-year-old boys is identified as having SEN
Pupils with SEN are more than twice as likely to be living in poverty (eligible for free school meals) as pupils without SEN
Boys make up 73 per cent of pupils with statements of SEN (pupils with the more severe types of SEN) 6

7. Cognition and learning needs include:
specific learning difficulties (SpLD)
moderate learning difficulties (MLD)
severe learning difficulties (SLD)
profound and multiple learning difficulties (PMLD)
Behavioural, emotional and social needs include:
behavioural, emotional and social difficulties (BESD)
Communication and interaction needs include:
speech, language and communication needs (SLCN),
autistic spectrum disorders (ASD).
Self study materials available at: tda Special educational needs and/or disabilities training toolkit 7

8. Sensory and/or physical needs include: visual impairment (VI)
hearing impairment (HI)
multi-sensory impairment (MSI)
physical disability (PD)
Pupils with medical needs are usually included in the sensory and physical needs section. 8

9. Key people in school with SEN responsibilities
Headteacher
All teaching and non-class-based support staff
Curriculum leaders
Governing body
SEN governor
SENCO 9

10. Role of the SENCO (Inclusion Co-ordinator)
Oversees the day-to-day operation of the school’s SEN policy
Coordinates provision for pupils with SEN
Liaises with teachers
Manages teaching assistants
Oversees the records of pupils with SEN
Liaises with parents/carers
Contributes to in-service training
Liaises with outside agencies 10

11. A graduated approach School Action/Early Years Action
School Action Plus/Early Years School Action Plus
Statement of SEN 11

12. School Action/Early Years School Action
Interventions that are additional to or different from those provided as part of a school’s ‘normal differentiated curriculum offer and strategies’
Parents must be informed 12

13. School Action Plus/Early Years School Action Plus
Interventions at School Action are not working
Advice from external services likely to be sought
SENCO and others collaborate on providing different approaches and teaching materials 13

14. Statutory assessment
Only necessary if the school cannot provide all the help a pupil needs
Initiated by parents, schools or external agencies
Local authority collects evidence to assess pupil’s needs and decide if a statement is necessary
If necessary, a statement of SEN is drawn up
Statement sets out the pupil’s needs and the provision that must be made to meet them 14

15. Key elements of effective education plans
Indication of pupils’ strengths and interests
A few clearly worded targets
Timescale for reviewing progress
Success criteria
Strategies for providing ‘additional and different’ approaches
Sometimes known as IEPs or other
Targets should be chosen in partnership with pupils and parents/carers
Should challenge children without being too daunting and undermining their confidence
There are targets which can and cannot be tested e.g. will improve in reading is untestable unless you have a baseline of child’s reading level. 15

16. An education plan works best when…
it is well written
everyone teaching the pupil knows the targets and implements the plans when preparing lessons
the pupil and parents/carers are involved in the plan’s preparation and review
review of success is carried out with care and any necessary changes to provision are made
targets and strategies are supported by a whole-school approach to curriculum and learning 16

17. Smart targets
Specific
Measureable
Achievable
Relevant
Timed 17

18. Choosing learning objectives
Sometimes pupils with SEN and/or disabilities can follow the same learning objectives as the class or year group
Sometimes they will need learning objectives that are linked to the class topic, but from earlier in the progression
Sometimes pupils with SEN and/or disabilities need individual objectives that meet their particular needs − different from those of the rest of the class 18

19. Differentiation Task Support Classroom organisation Resources
Learning/cognitive styles
Outcome 19

20. P scales
Provide a map of attainment below level 1 in the National Curriculum
Provide a way of assessing pupils’ achievement below level 1 of the National Curriculum
Used once or twice a year to decide on a pupil’s next steps in learning
More information available on Moodle Inclusion page 20

21. Good teachers of children with SEN (Ofsted 2008)
were skilled communicators
enjoyed the responsibility for ensuring all pupils made good progress
had a good understanding of what led to good learning, and adapted their teaching, and adapted their teaching in the light of this to ensure that all pupils, including those with learning difficulties and/or disabilities, made good progress academically, personally and socially
had very effective strategies for establishing clear classroom rules, based on respect for all pupils and high expectations of effort and achievement 21

22. provided a range of opportunities
understood the need to teach new concepts well and made sure that pupils with learning difficulties and/or disabilities received high-quality teaching at key times during a sequence of lessons.
monitored the effectiveness of other adults’ work to ensure that their classroom organisation helped all pupils to make good progress
provided a range of opportunities
to enable pupils with learning difficulties and/or disabilities to take greater responsibility for their own learning
Ofsted (2008) How well new teachers are prepared to teach pupils with learning difficulties and/or disabilities Reference No: Crown copyright 22

23. High expectations: TS 1
Set high expectations which inspire, motivate and challenge pupils
Establish a safe and stimulating environment for pupils, rooted in mutual respect
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils 23

24. Expected national curriculum levels
Key stage 1: levels 1−3 Expected attainment at the end of KS1 (age seven) is level 2
Key stage 2: levels 2−5 Expected attainment at the end of KS2 (age 11) is level 4
Key stage 3: levels 3−7 Expected attainment at the end of KS3 (age 14) is level 5−6 24

25. School report extracts
Robert Graves
Stephen Fry
James Dyson
Albert Einstein
Beryl Bainbridge
Richard Dawkins (biologist)
Diana, Princess of Wales 25

26. Mentally slow, unsociable and adrift forever in his foolish dreams
She must try to be less emotional in her dealings with others
Well, goodbye X, and remember that your best friend is the waste paper basket
Though her written work is the product of an obviously lively imagination, it is a pity that her spelling derives from the same source
He has glaring faults and they have certainly glared at us this term
He has only three speeds: slow, very slow and stop
I cannot but believe that he is really quite intelligent, and I expect it will be brought out somehow, somewhere 26

27. Further Reading/Self Study Tasks
Tda Special educational needs and/or disabilities training toolkit. Self study resources on areas of SEN available at
disability/sen-training-resources/one-year-itt-programmes/self- study-tasks.aspx
DCSF; Inclusion Development Programme e-learning modules on:
BESD (Primary and EYFS); Autism Spectrum; Dyslexia and SLCN; and SCLN (EYFS) available at
tionalstrategies.standards.dcsf.gov.uk/search/inclusion/results/nav: 46335 27