Copyright © Property of Critical Publishing Ltd 2016 Inclusive Primary Teaching A Critical Approach to Equality and Special Educational Needs and Disability Janet Goepel, Helen Childerhouse & Sheila Sharpe

Copyright © Property of Critical Publishing Ltd 2016 About the authors Janet Goepel has been a teacher for many years and developed an interest in special educational needs through having children with additional needs in her class. She has taught children with profound and multiple learning difficulties. She now teaches Inclusion at Sheffield Hallam University and hopes to pass on her passion for inclusive practice to trainee teachers. Helen Childerhouse is a senior lecturer in primary and early years teacher education at Sheffield Hallam University. She teaches on undergraduate modules that involve professional practice and supports trainees whilst they are on placement. She also teaches on the modules which focus on inclusive practice. Sheila Sharpe is a Senior Lecturer at Sheffield Hallam University. Her roles include Course Leader for the PG Cert Senco award & the Inclusion co-ordinator for the undergraduate and post graduate Primary & Early Years Teacher Education Programme. She has wide school experience in primary and nursery schools in two local authorities, and has taught children with a range of learning and emotional needs. Janet Goepel Helen Childerhouse Sheila Sharpe

Copyright © Property of Critical Publishing Ltd 2016 Understanding Learners with SEND 1.1 Principles of inclusion in the SEND Code of Practice The wishes, views and feelings of the child and their parents must be taken into account. Children and their parents must be provided with all the necessary information and be able to participate in the decision-making processes. Children and their parents should be supported to facilitate the development of the child in order to make the best of their education and to be prepared for adulthood. DfE, 2015

Copyright © Property of Critical Publishing Ltd 2016 Understanding Learners with SEND Improving outcomes: high aspirations and expectations for children and young people with SEND 6.1 All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to: achieve their best; become confident individuals living fulfilling lives; and make a successful transition into adulthood, whether into employment, further or higher education or training. (DfE, 2015) These aspirations are far reaching and beyond the scope of the classroom alone, yet it is the teacher's responsibility to take steps towards achieving these outcomes.

Copyright © Property of Critical Publishing Ltd 2016 Understanding Learners with SEND Outcomes for children with SEND Schools need to focus on outcomes Outcomes should be agreed with pupils and their parents Outcomes are to be realised by the end of the key stage or phase Teachers, pupils and parents should agree on 'steps towards' realising outcomes chools-briefing-sep-15.pdf

Copyright © Property of Critical Publishing Ltd 2016 Understanding Learners with SEND 'Steps towards' ‘Steps towards’ reaching outcomes for pupils should be agreed in meetings where parents are in full partnership with teachers. The voice of the child is crucial in the process of agreeing the 'steps towards' outcomes. Person centred planning (PCP) approaches should be used in order for parents, child and teachers to agree on next steps and how they will be carried out. See

Copyright © Property of Critical Publishing Ltd 2016 Understanding Learners with SEND This youtube clip shows how a person centred planning meeting or review can be conducted:

Copyright © Property of Critical Publishing Ltd 2016 Understanding Learners with SEND Categories of need Communication and interaction, including speech and language difficulties, children with autism and Asperger's Syndrome Cognition and learning, including children with Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), Profound and Multiples Learning Difficulties (PMLD) and Specific Learning Difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia Social, emotional and mental health difficulties, including withdrawal, depression, ADHD, self harming, anxiety, eating disorders and attachment disorder Sensory and/or physical needs, including visual impairment (VI), hearing impairment (HI), and cerebral palsy (CP) (DfE, 2015)

Copyright © Property of Critical Publishing Ltd 2016 Some strategies to consider: communication and interaction needs Speech, language and communication create a respectful listening environment teach emotional literacy - recognise feelings give thinking time use questioning carefully introduce other forms of communication Autistic Spectrum Disorder ensure there is continuity of routine - warn when this changes be consistent with rules and managing behaviour visual timetables keep instructions simple - repeat them use visual symbols to give instructions

Copyright © Property of Critical Publishing Ltd 2016 Some strategies to consider: cognition and learning needs Moderate learning difficulties use lots of praise simplify and differentiate tasks provide a multisensory approach to learning keep language simple allow extra time for tasks monitor and record progress to show even the smallest steps Specific learning difficulties, eg dyslexia do not expose limitations active learning key vocabulary on display use coloured overlays use clear font size ensure repetition of learning keep oral instructions simple use different forms of recording

Copyright © Property of Critical Publishing Ltd 2016 Some strategies to consider: social emotional and mental health visual timetable clear display of classroom rules use timers have a calm area in the classroom use a praise book and share with parents use non verbal signals find positives and celebrate be consistent and clear set realistic time targets for sitting and concentrating use an 'I can' book to celebrate achievements and share with key staff and parents give children choice with clear consequences and follow up

Copyright © Property of Critical Publishing Ltd 2016 Some strategies to consider: sensory and/or physical impairment Visual impairment use at least 14 point font with a round script such as Ariel for all children make resources tactile and textured make displays interactive avoid glossy finishes to resources make sure background and foreground are contrasting use concrete objects when possible Hearing impairment always face the child when talking speak slowly and pronounce words carefully sit the child close to the teacher use a multi-sensory teaching approach use signing use a visual timetable reduce as much background noise as possible