Inclusion Development Programme

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Inclusion Development Programme
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IDP Background

• Removing Barriers to Achievement, 2004
• IDP originally proposed in the governments SEN
  strategy
• National Curriculum Statutory Inclusion
  statement 2000 2007
• Schools have a responsibility to provide a
  broad and balanced curriculum for all pupils. The
  National Curriculum is the starting point for
  planning a school curriculum that meets the
  specific needs of individuals and groups of
  pupils.
• The Inclusion Statement sets out three key
  principles for effective inclusion
• Setting suitable learning challenges
• Responding to pupils' diverse learning needs
• Overcoming potential barriers to learning and
  assessment for individuals and groups of pupils.

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IDP

• Four-year CPD programme
• Designed to increase confidence and expertise of
  mainstream practitioners in meeting high
  incidence of SEN in mainstream settings and
  schools.
• Aims to support schools and Early Years settings
  through web-based materials
• teaching and learning resources
• training materials
• guidance on effective classroom strategies
• models of good practice for multi-disciplinary
  teams
• information about sources of more specialist
  advice.
• First year focus
• dyslexia and speech, language and communication
  needs (SLCN)
• Following years
• autistic spectrum disorders (ASDs),
• behavioural, emotional and social difficulties
  (BESD) and
• moderate learning difficulties (MLD).

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Caveat

• The IDP resource does NOT intend to provide
  high-level specialist training.
• It seeks to increase the confidence of teachers
  and others in the identification and support for
  aspects of SEN relating to literacy.
• The focus is on good quality first teaching (QFT)

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Waves of intervention model
The model enables systematic planning of
provision. The waves are ways of categorising
provision, not pupils
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Inclusive teaching

• Is set within a culture of high expectations for
  all.
• Emphasises what a child will learn rather than
  the activities they will do.
• Is based on an assessment of what the children
  already know, can do and understand.
• Uses teaching styles that meet the needs of
  individuals and groups so that all children are
  engaged in learning.
• Establishes access strategies that will help
  overcome the potential barriers to learning
  taking place.

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The circles of inclusion
Responding to pupils diverse needs
Setting suitable learning challenges
Overcoming potential barriers to learning
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IDP Dyslexia and SLCN

• Purpose
• To support HT and SMT in planning to raise
  attainment of
• pupils with dyslexia and other literacy needs
• pupils with Speech, Language and Communication
  Needs (SLCN)
• To support teachers and support staff in
• their planning for inclusion
• further development of teaching strategies to
  effectively meet the needs of pupils with
  dyslexia or SLCN

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IDP Dyslexia and SLCN units

• Units aim to support teachers to
• Recognise, early-on, common signs of difficulty
  in understanding and/or making others understand
  information conveyed through spoken language
• recognise common signs of dyslexic difficulties
• create an inclusive and supportive learning
  environment for pupils with SLCN and/or dyslexia
  and
• use inclusive teaching strategies appropriate for
  dyslexics and for pupils who have communication
  difficulties.

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The IDP materials Dyslexia and SLCN

• Available on-line http//89.151.115.131/ps/index.h
  tml
• or as DVD ROM
• Contents
• Guidance for HT / SLT
• Foundation Level Knowledge units on dyslexia and
  SLCN
• Background
• Barriers
• Overcoming barriers

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Leadership guide
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Background Prior Learning
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Background Information
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Background CPD
Suggestions for the focus of CPD
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Background Activities
Activities to support training
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Background Resources
Resources cited during the unit
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Background Library
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Background Self- evaluation
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Barriers
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Overcoming Barriers
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Overcoming Barriers
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IDP benefits

• Structured, well resourced CPD materials to
  support MAINSTREAM non-specialists
• Interactive, multi-modal
• Practical, what works approaches
• Accessible non- specialist language
• Can be matched to school context
• Opportunities for individual or small group
  training

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Barnet IDP Dissemination Plan

• Pathfinder pilot application (TBC)
• Summer term 2008
• Promote to key groups e.g SENCOs, HoD English,
  maths, SSM LA officers
• Autumn term 2008
• Barnet Pilot 2 secondary 3 primary schools
• Spring 2009
• Launch to all schools

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Dissemination Plan

• Pathfinder pilot
• Summer term 2008
• Promote to key groups e.g SENCOs, HoD English,
  maths, SSM LA officers
• June October 2008
• Barnet Pilot 2 / 3 secondary 5/6 primary
  schools
• October 2008
• Launch to all schools