1. Identification of Barriers to Learning
Helen Bacon & Caroline Wheatley
Rotherham Learning Support Service
Inclusion Support Services

2. Identification of Barriers to Learning
To understand the range of barriers to learning
To begin to identify the implications for these barriers in school

3. Aims of the session Consider inclusion and develop a shared definition
We will:
Consider inclusion and develop a shared definition
Consider the principles of inclusion: participating, belonging and achieving and medical and social models
Reflect on our own values and principles
Begin to consider how to support children with barriers to learning and pupils with SEND: what are the possible tensions around inclusion in the classroom?

4. What is effective learning?
How do you know that learning is effective and how can this be achieved?
Consider:
Lesson structure
Classroom management
Types of teaching
Use of resources
Teachers use of language
Pupils’ use of language
Pupil interaction

5. Medical model versus Social model
Medical: a need to appreciate the medical model of disability that focuses upon what the young person’s needs, restrictions and strengths are, in order to then address any deficits in learning and development.
Social: embrace the social model of disability which requires those supporting young people to respond proactively to modify and adapt practices and services to meet their individual needs.

6. Inclusion
Inclusion is not achieved by treating everyone the same but by creating a situation where everyone can be treated equally .

7. The new SEND framework Consists of :
The Children & Families Act (part 3)
The Regulations
The new SEND code of practice

8. The Big Picture
Children’s SEN are picked up early and support is routinely put in place quickly
Staff have the knowledge, understanding and skills to provide the right support for children and young people who have SEN or are disabled
Parents know what they can reasonably expect their local school, college, LA & local services to provide, without having to fight for it
Aspirations for children and young people are raised through an increased focus on life outcomes, including employment
For more complex needs, an integrated assessment and a single Education, Health and Care Plan are in place from birth to 25
There is greater control for parents and young people over the services
they and their family use

9. Pupils and families have more of a say
Each young person and their family are at the heart of discussions about the support offered
Parents should be enabled to share their knowledge of how their child is developing – they know their child best
Young people also should be included and enabled to talk about what their needs are and how they can be met

10. Identifying Special Educational Needs
Class teachers and subject teachers should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.

11. Identifying Special Educational Needs
This can be characterised by progress which:
Is significantly slower than that of their peers starting from the same baseline
Fails to match or better the child’s previous rate of progress
Fails to close the attainment gap between the child and their peers
Widens the attainment gap
A need to make additional progress with wider development or social needs

12. SEN: areas of need - Speech, Language and Communication Needs
Communication and Interaction
- Speech, Language and Communication Needs
- Autism and Asperger’s Syndrome
Cognition and Learning
- Moderate Learning Difficulties
- Specific Learning Difficulties: dyslexia, dyspraxia, dyscalculia
Social, Emotional and Mental Health difficulties
- ADHD, attachment disorder
Sensory and/or Physical Needs
- Hearing Impaired, Visually Impaired
- Physical Disability
Provision which is different from or additional to that normally available
to pupils of the same age

13. SEN provision in school
Class teacher remains responsible for working with the child on a daily basis
Class teacher should work closely with teaching assistants or specialist staff to plan and assess impact of support and interventions and how they can be linked to classroom teaching
Senco should support the class teacher in further assessment, in problem solving and advising on effective implementation of support

14. Class Teachers
Classroom and subject teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support and guidance of the SENCO and specialist staff
The classroom teacher should:
Focus on outcomes for the child: Be clear about the outcome wanted from classroom and SEN support
Be responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement
Have high aspirations for every pupil: Set clear progress targets for pupils and be clear about how resources are going to help reach them
Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress

15. The Graduated Response
Removal of barriers to learning and provision of effective special education provision
4 part cycle: Assess, Plan, Do, Review
Revisit, refine and revise decisions and actions as a result of growing understanding of pupil's needs and of what supports the pupil in making good progress and securing good outcomes

16. Discuss
development
achievement
participation
belonging

17. Possible Tensions What are the possible tensions around inclusion for:
The pupil
Other pupils
Staff
Parents

18. Places to find support and guidance
Class Teachers and Teaching Assistants
School SENCo
Specialist Support Staff, e.g. Autism Communication Team, Behaviour Support Team, Learning Support Service
Specialist Leader in Education (SEN)
Educational Psychology Service
Local Authority Local Offer website

19. Sources of support and information