Inclusion, the individual and the environment

1
Session 1

• Inclusion, the individual and the environment

2
Learning Outcomes

• Trainees will
• understand how the terms inclusion, special
  educational needs (SEN) and disability are
  used
• understand of the context provided by the
  statutory and regulatory framework for SEN and
  disability
• be aware of the nature of duties on schools and
  their staff in relation to SEN and disability
• know of key recent documents on SEN and
  disability and where to refer to them
• understand the difference between within-child
  and environmental models of disability.

3
Feelings associated with

• Inclusion Exclusion
• valued rejected
• at ease upset
• content angry
• happy frustrated
• useful unhappy
• hard done by
• useless

4
The principles of an inclusive education service

• Inclusion is a process by which schools, local
  authorities and others develop their cultures,
  policies and practices to include pupils
• With the right training, strategies and support
  nearly all children with SEN and 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

5
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. (CSIE 2002)

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Thinking about inclusion

• What are the differences between the Salamanca
  and CSIE descriptions of inclusion?
• Why does the CSIE description of inclusion say
• Inclusion is concerned with improving schools
  for staff as well as for students?

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Activity 3 Learning outcomes

• Trainees will understand
• the relevance of the Every Child Matters
  outcomes to inclusion
• the importance of high expectations within the
  national curriculum inclusion statement.

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The Every Child Matters outcomes

• ? Being healthy
• ? Staying safe
• ? Enjoying and achieving
• ? Making a positive contribution
• ? Achieving economic well-being

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The national curriculum inclusion principles

• Teachers must not ignore the three principles of
  inclusion in their planning and teaching
• The statement gives substantial flexibility to
  allow teachers to match their plans to the needs
  of all pupils

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Expectations

• Why is the first part of the national curriculum
  inclusion statement so important?
• (You can include reasons not mentioned in the
  film)

Click on box to start film clip.
11
Adams 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.
• (McDermott 1993)
• What are the implications of Mc Dermotts
  findings when we think about planning learning
  opportunities for pupils with SEN and/or
  disability?

12
Adams Days

• The point of this story is that a persons
  competence is
• interwoven with the context and cannot be viewed
  as
• separated. 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. (Hedegaarde 2001)

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The environment and the individual

• Corbett suggests that we should work to ensure
  that
• no one voice be allowed to dominate discussions
• an ever-expanding space be allowed to
  accommodate new voices which have remained
  silent or unheard in the clamour of status.
  (Corbett 1996)

14
Involvement in planning

• Think of an example of planning for the learning
  of a pupil with SEN and/or disability. Consider
• which professional or other groups, including the
  child and their parent/carer, were involved in
  deciding on the action to take?
• who had most influence in the decision-making?
• was the process negotiated so that everyone had a
  say?
• were efforts made to expand the space to people
  who might find it hard to join in?

15
Similarities

• What are the similarities between the
• national curriculum inclusion statement
• and the ICF approaches to addressing
• issues in relation to disability and SEN?

16
The SEN framework

• Legislation, regulations and guidance
• Makes provision to meet SEN
• Includes what schools provide from their
  delegated budgets and what local authorities
  provide from their centrally retained funds
• In England and Wales, Part 4 of the Education Act
  1996 is the principal legislation, amended by the
  SEN and Disability Act, 2001

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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. (DfES 2001 the
  revised SEN Code of Practice)
• Pupils with SEN are said to require something
  additional to or different from that offered
  to other pupils

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SEN and Disability Act 2001
SEN framework
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Planning duties

• Planning duties in the DDA require schools and
  local authorities to
• plan to increase access to education for disabled
  pupils. The
• duties cover three aspects of planned
  improvements in access
• improvements in access to the curriculum
• improvements to the physical environment of the
  school to increase access to education and
  associated services
• improvements in the provision of information in a
  range of formats for disabled pupils.

20
SEN and Disability Act 2001
SEN arrangements
Planning duties
21
Disability discrimination duties

• Disability discrimination duties in the DDA
  provide protection from discrimination for
  disabled pupils in schools.

22
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 also hidden impairments. In the
  DDA substantial means more than minor or
  trivial. Long-term means a year or more.

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SEN and Disability Act 2001
DisabilityDiscrimination duties
SEN arrangements
Planning duties
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Protection from discrimination
Who and what are covered? Current and
prospective disabled pupils Every school and
every aspect of school life admissions,
education and associated services, exclusions The
responsible body for the school
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Protection from discrimination

• Two key duties
• Responsible bodies
• must not treat disabled pupils less favourably
• must make reasonable adjustments for disabled
  pupils

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Every aspect of school life - admissions -
education and associated services - exclusions
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Every school - maintained, independent -
mainstream, special - nursery, primary,
secondary, including school VIth forms -
community, voluntary, foundation or a city
academy
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SENCOs

• SENCOs have responsibilities at individual pupil
  and whole school level. They may take charge of
  budgeting, resource allocation, timetables and
  also work with individual pupils
• They often advise, appraise and train staff, and
  liaise with other professionals

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Routes to support

• Your tutor and your mentor are the first contacts
  
• Pupils can often tell you what works best for
  them
• Parents and carers can give valuable insights
• Curriculum leaders can help with subject learning
  and SEN/disability issues

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Routes to support

• BECTa (www.becta.org.uk/inclusion) hosts
  discussion groups on many areas of SEN
• The TDA Behaviour4Learning site is designed to
  support trainee teachers
• The SENCO can advise you and help you learn from
  specialists like educational psychologists and
  therapists
• Teacher Training Resource Bank (TTRB)
  www.ttrb.ac.uk
• Teacher Support Network http//www.teachersupport.
  info/