Circles and Pillars

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Circles and Pillars

• Supporting Students Towards a Connective Pedagogy
  for Inclusive Practice
• University of Worcester
• Rachel Barrell Derval Carey Jenkins

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Green Paper Support and Aspiration

• Biggest reform for SEN in 30 years
• Has been in consultation phase since March 2011
  and response and next steps published this week
• Childrens and Families Bill launched this week
  in Queens Speech The Government will overhaul
  the SEN systemnot fit for purpose.
• Early identification and support a new
  approach?
• Breaking down barriers for families / change in
  assessment procedures
• Families receive personal budgets for tailored
  support for their child

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Possible implications for ITE

• Staff have the knowledge, understanding and
  skills to provide the right support for children
  and young people who have SEN or are disabled,
  wherever they are
• Address over-identification of SEN with a new
  single early years-setting and school-based SEN
  category to replace School Action and School
  Action Plus
• Better equip teachers and support staff to
  address SEN and poor behaviour through training
  CPD
• Produce clearer guidance on SEN identification

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New Teaching Standards 2012

• S1. Set high expectations which inspire,
  motivate and challenge pupils
• S2. Promote good progress and outcomes by pupils
• S4. Plan and teach well structured lessons
• S5. Adapt teaching to respond to the strengths
  and needs of all pupils
• http//www.ucet.ac.uk/3912

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Sound familiar..

• We want to see all teachers having the skills
  and confidence and access to specialist advice
  where necessary to help children with SEN to
  reach their potential
• Removing Barriers to Achievement The
  Governments Strategy for SEN (200450)
• Thousands of pupils are being wrongly labelled
  as having special educational needs when all they
  require is better teaching and support
• We feel teachers and schools need to have more
  confidence themselves about looking at what are
  barriers to learning OFSTED (2010)

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Headline information on SEN 2011

• SEN is one of the national priorities with
  phonics and behaviour
• Currently datasets on phonics and behaviour
• SEN data not currently analysed at provider level
  by TA
• However, this may happen..
• NQT survey (primary)- SEN 53 - slow rise but
  overall plateau in good/very good over last 5
  years
• NQT survey (secondary) SEN 59 higher than
  primary

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Florian and Black-Hawkins (2010, p14)Our
conceptualisation of inclusive pedagogy focuses
on how to extend what is ordinarily available in
the community of the classroom as a way of
reducing the need to mark some learners as
different. This is underpinned by a shift in
pedagogical thinking from an approach that works
for most learners existing alongside something
additional or different for those (some) who
experience difficulties, towards one that
involves providing rich learning opportunities
that are sufficiently made available
for everyone, so that all learners are able to
participate in classroom life
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Barriers to Learning Principles of Inclusion
Circles of Inclusion
Setting suitable learning challenges
Responding to pupils diverse needs
Learning objectives
Teaching styles
Overcoming potential barriers to learning
Access
INCLUSION
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8 Pillars

• Inclusive learning environment 
• Multi-sensory approaches
• Working with additional adults  
• Managing peer relationships 
• Adult /pupil communication and language 
• Formative assessment/ assessment for learning 
• Motivation
• Memory/ consolidation 

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Within the Primary Programmes

• SEND Taught Module introduction and
  exploration of key themes through circles and
  pillars
• Key themes embedded through subjects and Pedagogy
  and Management (PAM) and Professional Studies
  (including an enhanced module for specialist
  pedagogies)
• Specialist Speakers- Speech and Language ,
  Dyspraxia, EAL, Gypsy and Traveller, Head of
  special school
• Specialist Placements SEN schools (assessed
  pathway on UG course) , Specialist bases
• Self Study and School Based tasks
• Students as researcher SEN specialist Pathways
  through M level engagement.

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Audit of Confidence on PG programme

• 90 very confident / confident in planning for
  full range of abilities
• 91 behaviour management (including BESD)
• 95 management and deployment of teaching
  assistants
• 96 differentiating teaching to cater for all
  levels of ability
• 55 assessment for children with SEN
• 54 legal responsibilities surrounding SEN (and
  the jargon)
• 36 alternative communication systems (symbols,
  signing, PECS etc)

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Personalised Learning Task

• Part of the TDA SEN 1 year ITT training materials
• Trainees work closely with a child with a SEN in
  a mainstream class supported by SENCO
• The fact that Josie has been receiving targeted
  support for many years but has yet to be formally
  diagnosed is evidence of the contrary nature of
  her presenting behaviour and the difficulty of
  tying down a particularly complex individual.
  One recent comment on her Learning Support Team
  review (22.09.10) seems to me to be the nub of
  the difficulty in supporting Josie is her
  behaviour affecting learning, or vice versa?

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Reflective Practice

• Conclusions and recommendations
• I would recommend that Josie revisits the
  optometrist. I think the buddy system with this
  particular child is bringing benefits Josie is
  not so isolated in the class and friction with
  other children has reduced. I suggest that she
  retains her seating position near to the computer
  to help her engage with IWB materials.
• The timer is more mixed as a tool to reduce
  anxiety about being late it is effective, but can
  cause simple transfer of anxiety to the timer
  itself constantly fiddling with it and adjusting
  it and asking about it. However on occasion, on
  independent writing tasks, it can produce a
  significant gain in focus and as such it is
  valuable. I would suggest that initially the
  teacher needs to take responsibility for
  reminding Josie to use it but that over time
  perhaps this could be devolved to Josie.

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• Student perspectives

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Next Steps for ITE

• Continued involvement in regional networks
  crucial for sharing good practice
• SEN scholarships
• Growing partnerships with special schools Salt
  Review and work on complex learning needs
• Await outcomes of Green Paper to update and
  revise academic modules / school placements

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References

• Davis, P and Florian, L, 2004, Teaching
  Strategies and Approaches for Pupils with Special
  Educational Needs A Scoping Study, Research
  Report 516, DfES, London
• Department of Education (2012) Support and
  Aspiration A new approach to SEND
  (http//media.education.gov.uk/assets/files/pdf/s/
  support20and20aspiration20a20new20approach20
  to20special20educational20needs20and20disabil
  ity202020progress20and20next20steps.pdf)
• DfES (2004) Removing Barriers to Achievement
  The Governments Strategy for SEN
• Florian, L. and Black-Hawkins, K.
  (2011) Exploring inclusive pedagogy, British
  Educational Research Journal, 375, 813-828
• Lewis, A. and Norwich, B. (2005) (eds) Special
  teaching for special children? Maidenhead Open
  University Press
•  OFSTED (2010) The Special Educational Needs
  Disability Review Ref. 090221