Working with Young Learners with Special Educational Needs

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Pausing for...

SPECIAL EDUCATIONAL NEEDS The learning intention wi thin this pause f or le arning document is to understand how to work wi th childre n and young people with Speci al Educational Nee ds. We w il l take a look at inclusive e ducation and how t o practice this is in a learning env ironme nt.

UNDERSTANDING HOW TO WORK WITH CHILDREN & YOUNG PEOPLE WITH SEND Children with Special Educational Needs, are defined by the Department for Education’s Special Educational Needs Code of Practice (2001), which refers to children who have a learning difficulty.

Although many children with learning difficulties are able-bodied, some children with SEND also have physical disabilities, and so may be identified as having SEND (special educational needs and or/disabilities) and their learning difficulty has been identified.

Some learning needs/difficulties within children aren’t noticeable, and although they are struggling, they are unlikely to be identified as having SEND. For those children who are identified as having SEND, this means that they have either: A significantly greater difficulty in learning than the majority of children of the same age.

A disability which prevents or hinders them from making use of educational facilities generally provided for children of the same age, in schools within the geographic area of the local authority (council).

Although many schools are now academies, the responsibility for pupils with SEND still rests with the local authority.

JUSTTEACHERS CPD- 3. UNDERSTANDING SEND

Support staff play a critical role in supporting the learning and development of children in the classroom, including those with Special Educational Needs (SEND). Ever since the Carter review of initial teacher training in 2015, which reminded us that ‘good teaching for SEND is good teaching for all children’, practitioners and policy-makers have highlighted the variability in coverage of SEND in initial teacher training (ITT).

The Carter Review has not missed the importance of this: 2.3.41. All teachers are potentially teachers of SEND. This is highlighted in the new SEND Code of Practice (DfE, 2014b). As such, it is critical that all new teachers are given training in how to support children with SEND – this should not be treated as an optional extra but as a priority. We believe understanding how to teach children with SEND is critical to improving progress and achievement for all children.

SEND provisions in schools It now seems extraordinary, but it was not until 2 0 0 1 , t h a t c h il d r e n w i t h d i s a b i l i t i e s w e r e g i v e n t h e r ig h t t o a ‘ m a i n s t r e a m ’ e d u c a t i o n - r a t h e r t h a n b e in g s e g r e g a t e d i n s p e c i a li s t u n i t s .

I n c l u d in g a n d c e l e b r a t i n g c h i l d r e n w i t h d i f f e r e n t p h y s ic a l a n d l e a r n i n g n e e d s , s h o u ld b e a t t h e f o r e f r o n t o f o u r t h i n k i n g a s w e p la n s t a f f in g a n d c u r r i c u l u m w i t h i n t h e r e a l- w o r ld context of declining financial resources.

I t n e e d s t o b e e s t a b l i s h e d h o w b e s t t o d e p lo y finite resources to meet the needs of every pupil.

I N GENERAL, SEND TENDS TO REFER TO PU PI LS WI TH DI SADVANTAGES I N PHY SI C AL , BEHAVI OURAL, I NTELL ECTU AL , EMOTI ON AL AND SOCI AL CAPACI TI ES THAT CAN MAK E I T MORE DI FFI CU LT FOR THEM TO L EAR N AND W HO THEREFORE NEED ADDI TI ONAL SU PPO RT AN D ADAPTATI ONS I N CONTENT AND METHODS. (U NESCO, 2 011)

JUSTTEACHERS CPD- 3. UNDERSTANDING SEND

INCLUSION & INCLUSIVE PRACTICES IN EDUCATION What does Inclusive education mean?

The definition of inclusive education has evolved over the last few decades. Inclusive education was originally associated with improving access for pupils with Special Educational Needs and/or disabilities (SEND) to ‘mainstream’ (rather than specialist) education. The definition has developed more recently beyond this initial focus on ‘access’ and now also takes into account the ‘participation’ and ‘progress’ of pupils. Inclusive education embraces the view that individual difference is a source of diversity, which can enrich the lives and learning of others (Hockings, 2010).

What is the theory behind inclusive education?

The original theory associated with inclusive education was linked to how to teach children with Special Educational Needs and Disabilities (SEND).

This was underpinned by the medical model of disability, which sought to identify, label and accommodate pupils with SEND into mainstream education settings.

Over recent years, people have agonised about whether to describe somebody who uses a wheelchair as a ‘person with disabilities’ or a ‘disabled person’.

The social model of disability has facilitated a shift away from the medical model and instead describes disability in terms of barriers created by society that undermine the individual’s ability to succeed. Some people are only disabled because the access provided to them isn’t suitable. Similarly, an environment a learner is exposed to could prove busy or overwhelming and therefore hinder their ability to thrive.

JUSTTEACHERS CPD- 3. UNDERSTANDING SEND

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Working with children who have SEN requires patience, empathy, and willingness to adapt to individual needs. Support Staff who have an understanding of different SEN conditions, such as autism, ADHD, dyslexia, and physical disabilities, can provide targeted support that caters to each child’s unique learning requirements. This can include: implementing visual aids, adapting learning materials, providing one-to-one support, and using positive reinforcement techniques.

In recent years, we have also started to be more inclusive in our language (and therefore our thinking) by describing some people as being ‘differently able’ or ‘neurodiverse’ – to recognise that some people’s brains work differently to those who are ‘neurotypical’.

Many of us are used to modifications we often see to help those with physical needs, such as reduced mobility, whether that is better signage, braille at cash machines or “tactile platforms” which enable people with little or no sight to carry out their daily tasks.

JUSTTEACHERS CPD- 3. UNDERSTANDING SEND

One size doesn't fit all in teaching, learning, and assessment and inclusive education is not just about ‘allowing’ pupils in but empowering them to learn and flourish. It is less about individual difficulties and more about dismantling societal barriers that impede them from realising their potential.

Even young children will understand the importance of ‘fairness’, but as they mature, it's vital to discuss if everyone should be treated the same (i.e. equality) or if some pupils with additional needs should be given extra resources to help them succeed.

These needs may go beyond special education and disabilities. For example, a child with anxiety may require support to participate in discussions or plays. It's also important to discuss age/stage-appropriate ways to remove barriers for children to behave appropriately in different contexts.

Task Tab: W R I T E D O W N Y O U R T H O U G H T S A B O U T A N Y P R I O R E X P E R I E N C E S Y O U HA V E O F W O R K IN G W IT H P U P I L S W I T H S E N D A N D HO W Y O U HA V E M A D E A N Y S M A L L C H A N G E S T H A T E N A B L E D T H E M T O A C C E S S T HE S A M E E D U C A T I O N A L E X P E R I E N C E A N D C U R R IC U L U M .

How inclusion works in a learning environment: Inclusion means looking out for, and ideally removing, anything that might prevent any child or young person from reaching their potential.

It could be as simple as installing better lighting or acoustics, or the colour of the paper on which learning tasks are printed. It could be about giving children and young people multiple ways of approaching a task and supporting them in their choice, and it could also mean alternative forms of assessment. It is about learning strategies for the whole cohort, actively drawing on their strengths and offsetting any challenges they may face.

Part of the challenge for change is developing yourself so you are more knowledgeable and empathic to the needs of all your pupils.

How do you clarify not only about why you want pupils to do something, but how all of them will be able to succeed academically and flourish as contributing members of the school and society?

JUSTTEACHERS CPD- 3. UNDERSTANDING SEND

Inclusion is about how we structure our schools, classrooms and lessons so that all our pupils can learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences, and one which also challenges and engages gifted and talented learners by building a more responsive learning environment. (British Council). Some experts have suggested that if we taught all children as if they were autistic, we would: First of all, do no harm.

Secondly, we would improve outcomes for all children.

Thirdly, we would further improve outcomes for autistic children.

Support staff can foster a sense of belonging and improve the social and emotional wellbeing of children with SEN, by creating an inclusive and supportive learning environment for all.

Inclusivity also means respecting people from all backgrounds and cultures, and by teaching our pupils the importance of this, we create a much more tolerant and understanding environment, not just in the classroom and school, but also in wider society.

An inclusive school (or classroom) can only be successful when all pupils feel that they are valued and truly part of the school community.

This can only happen through open, honest reflections and discussion about differences, including different abilities and backgrounds.

In summary, support staff who have knowledge and understanding of working with children who have SEN can make a significant difference to their educational outcomes and overall wellbeing.

It is crucial for support staff to receive appropriate training and support to enable them to provide effective and targeted support for children with SEN.

JUSTTEACHERS CPD- 3. UNDERSTANDING SEND

Glossary

Common types of Special Educational Needs (SEN) 1 . Auti sm Spectrum Di sorder ( ASD) : A devel opment al di sor der t hat affect s communi cat i on, soci al i nt er act i on, and behavi our .

2. Attenti on Defi ci t Hyperacti vi ty Di sorder ( ADHD) : A neur odevel opment al di sor der t hat affect s at t ent i on, i mpul si vi t y, and hyper act i vi t y.

3. Dysl exi a: A l ear ni ng di ffi cul t y t hat affect s r eadi ng, wr i t i ng, and spel l i ng.

4. Dyspraxi a: A devel opment al coor di nat i on di sor der t hat affect s fi ne and gr oss mot or ski l l s.

5. Heari ng i mpai rment: A sensor y i mpai r ment t hat affect s t he abi l i t y t o hear and under st and speech.

6. Vi sual i mpai rment: A sensor y i mpai r ment t hat affect s t he abi l i t y t o see.

7. Physi cal di sabi l i ti es: Physi cal condi t i ons t hat affect mobi l i t y, coor di nat i on, or st r engt h.

8. Speech and l anguage di ffi cul ti es: Di ffi cul t i es wi t h communi cat i on, i ncl udi ng l anguage devel opment , speech pr oduct i on, and under st andi ng.

9. Soci al , emoti onal , and mental heal th di ffi cul ti es: Di ffi cul t i es wi t h soci al i nt er act i on, emot i onal r egul at i on, and ment al heal t h.

1 0. Sensory processi ng di sorder: A condi t i on wher e sensor y i nfor mat i on i s pr ocessed di ffer ent l y, l eadi ng t o di ffi cul t i es wi t h at t ent i on, behavi our and l ear ni ng.

1 1 . Down Syndrome: A genet i c condi t i on t hat causes devel opment al del ays and i nt el l ect ual di sabi l i t y.

1 2. Cerebral Pal sy: A neur ol ogi cal condi t i on t hat affect s movement and coor di nat i on.

1 3. Epi l epsy: A neur ol ogi cal condi t i on t hat causes sei zur es.

1 4. Speci fi c l earni ng di ffi cul ti es: Di ffi cul t i es wi t h speci fi c ar eas of l ear ni ng, such as r eadi ng, wr i t i ng, or mat h.

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