1. Creating an inclusive classroom – the SCITT Kit
Specialist Teacher Team

2. 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)

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

4. 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

5. 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

6. 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)

7. 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

8. 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

9. 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

10. 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 adapted by persons unknown based on
Maslow’s Hierarchy of Needs
Not to be sold or published. More free online training resources are at Sole risk with user. Author accepts no liability. Further adapted by C Bennett 2011

11. The classroom experience

12. Barriers to learning

13. The inclusive classroom checklist

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

15. Working with Teaching Assistants
Top tips

16. This is a good book!

17. 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

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

19. Homework!

20. The Inclusion Development Programmes (IDPs)

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