1. Session1 What do we mean by Diverse Needs and Inclusion?

2. Session aims To know key terms To be aware of the historical change in emphasis of SEN support/inclusion To analyse the barriers to effective inclusion

3. Definition of Special Educational Needs (SEN)
Children have special educational needs if......
they have a learning difficulty which calls for special educational provision to be made for them

4. Children have a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age
Have a disability which prevents or hinders them from making use of educational facilities' of a kind generally provided for children of the same age in schools within the area of the LEA
Are under compulsory school age and fall within the above definitions or would do so if special education provision was not made for them
DfES, SEN Code of Practice, 2001

5. Categories of Special Educational Needs (SEN)
Cognition & learning
Behaviour, emotional and social development
Communication and interaction
Sensory &/or physical needs
Other SEN
Match the following SEN to the relevant category:
Dyslexia
Hearing impairment
ADHD
Dyscalculia
Cystic Fibrosis
Asperger’s Syndrome

6. Definition of Inclusion and Integration
Inclusion is the process of including individual pupils/learners with SEN in mainstream education.
Integration refers more to the child ‘fitting in’ whilst inclusion requires modifications to include the child throughout the organisation and all aspects of the curriculum

7. Discussion point Why should SEN be defined and identified at all?
How many children at your school are on the SEN register?
What is that number as a proportion of the total school population?

8. Truth or myth
18% of pupils require special support at some time in their school career
True – according to Warnock report even higher now?
The main influence on making progress with a SEN child is the child’s attitude?
False – other influences/barriers

9. Farrell M (2005) Key Issues in Special Education: Raising standards of pupil’s attainment and achievement. Routledge
...it is possible to confuse evidence that a pupil has SEN with evidence of:
EAL
Low attainment because of poor educational opportunities
Pupils who are able but bored

10. History of SEN “support”
Model
Emphasis
Key philosophy
Psycho-Medical
Segregation
Deficiency within the child
Needs
Integration
Child ‘fits in’ to existing structure
Social & Affirmitive
1990 -
Inclusion
Social justice
Reasonable adjustments
Rights-based
Inclusion is a human right
Equal opportunities

11. Medical model Focused on assessment, diagnosis and treatment
Caused by the individual and their ‘medical’ problems
Focused on what a child cannot do
Disabled people can never by equal
Cure = normalisation of the individual / personal adjustment
Controlled by medical professionals
? Still used for some cases of ADHD,dyslexia

12. Social model
Attitudes, values & beliefs operating within society cause disability
It is society that needs to change - integration
Environmental manipulation – eg DDA
Power over people’s lives held by individuals not professionals
Equality in society and education
Does nothing to challenge the idea that disabled people cannot enjoy a quality of life

13. Affirmative model Impairment isn’t the problem, learnt stereotypes are
Differently abled people take control over their own bodies
Challenge to the view that disabled people want to be ‘cured’
Challenge to the notion of normality
Positive identity of being differently abled

14. Rights-based model Focused on political/full inclusion
No tolerance given to separate segregation system for education
Recognises the collective strength of disabled people
Determines that the agenda is set by disabled people and their allies
Radical interventions & use of the law to end discrimination & for establishing the visibility of the democratically enforceable rights of disabled people

15. Video
Inclusion (2006):
The Big Debate: Inclusion (2006) -
Are the comments made still valid today?

16. Group work What influences your approach to inclusion today?
What barriers prevent effective support for children with additional support needs?
What is the future for Inclusive Education?

17. Session review What is meant by SEN? What is meant by Inclusion?
Name one era of SEN ‘support’ and its key approach
Give one reason for identifying pupils as SEN?
Identify one barrier to effective support/ inclusion?

18. Disability Equality Duty (2005)
Further references
Disability Equality Duty (2005)
Every Child Matters
Childcare Act (2006)

19. Estelle Morris meets Baroness Warnock
Additional Video
Estelle Morris meets Baroness Warnock
Teachers TV
Broadcast 3 October 2007