Creating an inclusive classroom – the SCITT Kit Specialist Teacher Team

Outline of the session The changing landscape of SEND/AEN Roles and responsibilities Understanding barriers to learning The inclusive classroom Working with Teaching Assistants Shallow and deep learning Inclusion Development Programmes (IDP)

Areas of Need Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or physical needs

The changing landscape of SEND/AEN The Code of Practice (and associated legislation) Single category of SEN The role of the SENCO SEN policy and School Offer

Defining Special Educational Needs SPECIAL EDUCATIONAL PROVISION is defined in terms of provision which is ADDITIONAL TO, OR OTHERWISE DIFFERENT FROM, that made generally for children of the same age in mainstream schools (COP p5) OHT RC 3.7

Responsibilities of the Class Teacher ‘teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.’ (6.36) ‘the first response …. Should be high quality teaching targeted at their areas of weakness. Where progress continues to be less than expected the class or subject teacher, working with the SENCO, should assess whether the child has SEN.’ (6.19)

SEN exist but………….. ‘Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole-class provision tend to be more cost effective and sustainable.’ (COP 6:15) Ofsted Provision document starts with QFT

Teachers’ Standards June 2013 A teacher must: Adapt teaching to respond to the strengths and needs of all pupils Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

Teachers’ Standards June 2013 Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development Have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to used and evaluate distinctive teaching approaches to engage and support them

Adapted 7 level Hierarchy of Needs diagram based on Maslow's theory Self-actualization Realizing your full potential Adapted 7 level Hierarchy of Needs diagram based on Maslow's theory Aesthetic needs Beauty, balance, order etc. Cognitive needs Knowledge and understanding, curiosity, exploration, self-awareness Esteem needs Respect from others and self-esteem, sense of competence, achievement, status, responsibility, reputation Belongingness and Love needs Receiving & giving love, affection, trust & acceptance. Being part of a group (family, friends, work) Safety needs Protection from potentially dangerous objects or situations, both physical and psychological. Importance of routine and familiarity. Maslow – how many of you are familiar with this. Talk through. NB hierarchy, lower levels must be satisfied before the higher ones can be met. Find cognition. Will change from day to day and session to session. NB this applies to you as teachers too, not just children. Biological and Physiological needs Basic life needs - air, food, drink, shelter, temperature regulation, rest, activity, sex, etc. © design alan chapman 2001-7 - adapted by persons unknown based on Maslow’s Hierarchy of Needs Not to be sold or published. More free online training resources are at www.businessballs.com. Sole risk with user. Author accepts no liability. Further adapted by C Bennett 2011

The classroom experience

Barriers to learning

The inclusive classroom checklist

Ideas for practical strategies and resources The SCITT Kit Ideas for practical strategies and resources

Working with Teaching Assistants Top tips

This is a good book!

Essex Provision Guidance Evidence-based reference for schools to check that they are doing all that could be expected to meet the needs of children with special and additional needs A self-help guide for teachers when considering what they are providing for a child Provides a point of reference for staff when deciding which level of the graduated response pupils are working at An audit tool for individual pupils or school practice. It may identify gaps in provision or new ideas for working with individual pupils

Shallow and deep learning High engagement Shallow learning Deep learning Low engagement

Homework!

The Inclusion Development Programmes (IDPs) http://www.idponline.org.uk/

Day 2 How did you get on with the IDP? Autism awareness Dyslexia and literacy difficulties