Special Educational Needs in Mathematics part ii

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Special Educational Needs in Mathematicspart (ii)
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Through the ages 1978

• Categorisation perpetuates the sharp distinction
  between two groups of children-the handicapped
  and the non handicapped- and it is this
  distinction which we are determined to eliminate.
• Based on your experiences has this happened?

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Change of attitudes

• All pupils entitled to same broad and balanced
  curriculum
• Taught alongside peers
• Most special educational needs are of a mild and
  temporary kind
• Teachers professional role is to provide a full
  range of appropriate learning exp.

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1996 Act

• A child has learning difficulties if s/he
• Has a significantly greater difficulty in
  learning than the majority of the same age
• has a disability which prevents access to use of
  educational resources of a kind generally
  provided for children of same age in same LEA
• Is under 5 and falls in a) or b)

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Changes in 2000

• Strengthened rights of children to be educated in
  mainstream.
• LEAs required to advice parents about SEN
  matters and resolving disputes between schools
  and LEA
• Requires to tell parents they are making
  assessment and allows schools to request an
  assessment

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Code of practiceThe result from the act.

• Detailed 5 stage model of identification and
  assessment. The first two stages entirely
  dependant on resources of school.
• SEN coordinator devise IEPs
• Students should be consulted about decisions
  concerning them.

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Continued...

• Formal assessment assign students to categories
  of learning difficulties. Specific learning
  difficulties, emotional and behavioural
  difficulty. Physical disability and on

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The five point CODE

• Stage 1 initial action with class teacher and
  SENCO
• Stage 2 SENCO gathers information from class
  teachers, coordinates provision
• Stage 3 teachers and SENCO supported by
  specialists outside of school
• Stage 4 LEA considers a statutory assessment.

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And finally.

• Stage 5 LEA considers making a statement of SEN
  and , if appropriate makes a statement and
  arranges, monitors and review provision.

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Assumptions and perspectives

• difficulties in learning can be viewed as a lack
  of match between pupils and tasks. This indicate
  a breakdown in the relationship between students
  and curricula. It must direct us to find
  materials that are appropriate to the capacities
  of the pupils rather than to the identification
  of failing pupils. Open University 1992

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Teacher perspectives

• Classroom practice related to the ideas they hold
  about how students learn.
• Looks at strengths and weaknesses
• We should avoid making the term special a
  euphemism for lesser high expectations, backed
  by adequate resources and well trained teachers
  have changed lives.

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Special Educational needs and the National
Curriculum DfEE/QCA 1999

• Setting suitable learning challenges
• Responding to pupils diverse learning needs.
• Overcoming potential barriers to learning

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Some questions to ask

• How are pupils identified and assessed?
• How is provision organised and managed?
• What resources are available?
• What is the range of SEN?
• NC requirements?

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Terms used...

• Cognition and learning NFER scores NVR, VR.
• Specific learning difficulties.
• Behavioural and social difficulties.
• Communication and interaction difficulties.
• Sensory and physical.
• difficulties with texts.

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Teaching and learning strategies

• How do teachers and schools create learning
  environments that support a wide range of
  students?
• Part of the answer lies with the school and
  policy
• Part also must be with the teacher

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Differentiation

• Differentiation is the process by which
  curriculum objectives, teaching methods,
  assessment methods, resources and learning
  activities are planned to cater for the needs of
  individual pupils.(NC 1991)
• Setting, banding, groups, class, time access

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Inclusive pedagogy

• Simply including pupils into mainstream school
  does not mean their needs have been met.
  (S.T.?!)
• Clear consensus on teaching strategies that
  create more inclusive classroom.(Sebba and Sachev
  1997)

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Key strategies

• Clear guidelines to principles in class
• Clear success criteria. simple and often
• One instruction only eg Ts and Zs (proceptual
  understanding)
• Regular feedback and progress
• A real commitment in terms of emotional energy.

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The use of ICT

• All the power of the computer to motivate
  interest and enthuse, through the use of
  graphics,movement and sound can be used() but
  we need to find alternative ways in which pupils
  can interact with the computer.(Learning
  schools programme, OU/RM 1999)

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Types of access to ICT

• Physical (large/magnified for eyesight)
• Cognitive(enhance and understand concept)
• Supportive(use of spell checker, ILS)
• Differentiated access.

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Pupil Grouping

• Research evidence indicates that
  streaming/setting by level of attainment tends to
  demoralise students(Hallam 1996)
• Why set/stream?
• NFER(120 schools)/Kings College research(90).

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The Task for today

• Study the activities and choose 2
• Write where the activities support the NC
  statements
• Where do they reside within the
  framework/strategy? (key objectives)
• Agree differentiation and extended/supportive
  tasks to support learners based on activity.
• Present lesson to group.

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Activities

• Magic total of 34.
• Limping seagulls.
• Ts and Zs
• Are they SEN??

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My Philosophy

• Everyone has needs.
• Everyone needs to feel special.
• Everyone needs to feel progress.

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Next session

• Presentation again with your comments
• Mission statement of SEN with a series of aims
  in groups.
• Plan a unit of work/ sequence of lessons based on
  your experiences.
• Review ICT and SEN
• AoB