year 1 ps learning and sen
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Year 1 PS Learning and SEN. Factors affecting effective learning for children with Special Educational Needs (SEN) Making inclusion happen. Factors affecting effective learning for children with Special Educational Needs (SEN). Making inclusion happen. - PowerPoint PPT PresentationTRANSCRIPT
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Year 1 PSLearning and SEN
Factors affecting effective learning for children with Special Educational Needs
(SEN)
Making inclusion happen
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Factors affecting effective learning for children with
Special Educational Needs (SEN).
Making inclusion happen
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Factors affecting effective learning for children with SEN:
The individual as a learning
Intelligence
Neurological factors
Health and well being
Social relationships
Family and community
The learning culture
Effective learning
Inclusion means that all children need to have access to high quality learning opportunities.
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Inclusion
Educational inclusion is about creating a secure, accepting, collaborating and stimulating school in which everyone is valued, as
the foundation for the highest achievement for all pupils.
Three principles for inclusion:
Setting suitable learning challenges
Responding to pupils’ diverse learning needs
Overcoming potential barriers to learning and assessment for individuals and groups of pupils
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Inclusion is about recognising an individual’s additional support needs, and
doing something to support the individual.
The individual as a learning
Intelligence
Neurological factors
Health and well being
Social relationships
Family and community
The learning culture
Effective learning
Example:
recognising need – family and community
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Inclusion is about recognising an individual’s additional support needs, and
doing something to support the individual
The individual as a learning
Intelligence
Neurological factors
Health and well being
Social relationships
Family and community
The learning culture
Effective learning
Example:
recognising need - Autism
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Factors affecting effective learning for children with SEN:
Labelling children Howard Gardner (MI)
The individual as a learning
Intelligence
Neurological factors
Health and well being
Social relationships
Family and community
The learning culture
Effective learning
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What’s in a name?Labelling..
What labels do you have?
Does the label affect how you view yourself?
How do others view you when you have this label?
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Special Educational Needs
Think back to your time in school - as a pupil what do you think of when you hear a pupil described as having special educational needs?
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Being a slow reader
I - am - in - the - slowread - ers - group - my - broth
er - is - in - the - football - team - my - sister
is - a - server - my - little - broth - er - wasa - wise - man - in - the
infants - christ - mas - playI - am - in - the - slow
read - ers - group - that - isall - I - am - in - I
hate - it.
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SEN TodayUnder the SEN Code of Practice (2002) children have
a learning difficulty if they……
Have a significantly greater difficulty in learning than the majority of children of the same age; or
Have a disability which prevents or hinders them from making use of local educational facilities
Are under compulsory school age and fall within the definitions above
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The Code of Practice – Fundamental Principles
A child with SEN should have their needs met The special educational needs of children will
normally be met in mainstream schools The views of the child should be sought and taken
into account
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Fundamental principles continued
Parents have a vital role to play in supporting their child’s education.
Children with SEN should be offered access to a broad, balanced and relevant education, including an appropriate curriculum for the Foundation Stage and the National Curriculum.
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Provision for SEN
Initially schools are expected to make provision from within their existing resources.
They develop a graduated response to a child’s needs, only calling on further funding and specialist provision when a child’s progress continues to cause concern.
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Working from the child’s strengths is a fundamental principal of the CoP
This is stated in five different places within the code: 4:19, 5:17, 5:26, 5:39, 6:28.
Example:
All schools will through their cycle of observation, assessment, planning and review make provision for increased curriculum differentiation, curricular adaptations and pastoral or disciplinary procedures dependent on the individual child’s strengths and weaknesses. A variety of approaches should be employed to maximise the achievement of all pupils.
Code of Practice 5:17
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SEN - looking for strengthsHoward Gardner’s MI
o Linguistic intelligence ("word smart")o Logical-mathematical intelligence ("number/reasoning
smart") o Spatial intelligence ("picture smart") o Bodily-Kinaesthetic intelligence ("body smart") o Musical intelligence ("music smart") o Interpersonal intelligence ("people smart")o Intrapersonal intelligence ("self smart") o Naturalist intelligence ("nature smart")
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Factors affecting effective learning for children with SEN:
Partnership with parents Pupil voice
The individual as a learning
Intelligence
Neurological factors
Health and well being
Social relationships
Family and community
The learning culture
Effective learning
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Parents and teachers
If you were/are a parent what do you think your values and objectives would be/are for your child?
When you are a teacher what do you think your values and objectives will be for the children in your class?
What links are there between the parents and teachers values and objectives?
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Approaches to parent/professional relationships (Cunningham & Davies
1985)
‘Expert model’Professionals are the experts on all aspects of a child’sfunctioning - therefore maintaining control over decisions.Parents’ role – to receive information and instructions.Encourages parents to be submissive and
dependent
‘Transplant model’Professionals are the main source of expertise, with
parents seen as a resource .e.g hearing reading, helping with homework
May make assumptions about parents skills/ability levels/home environment
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Partnership model
Teachers are the experts in education and how children learn
Parents are the experts in their children
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What makes a good partnership?
Ferdinand and Vidic
Best Defensive Pair in Europe!
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What is meant by partnership?
A successful partnership needs a two-way flow of information, knowledge and expertise.
Important features- mutual respect, working together, good listening skills, clear agreed aims.
“… a sense that each partner brings something different but of equal importance to the relationship.” (Pugh 1989)
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SEN Code of Practice
Parents hold key information and have a critical role to play in their child’s education.
They have unique strengths, knowledge and experience to contribute to the shared view of the child’s needs and the best ways of supporting them.
The work of professionals can be more effective when parents are involved and account is taken of their wishes, feelings and perspectives on their developments.
COP p16
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Thunk!
If parents and teachers have different values and objectives for a child, does the child learn more or less?
Turn and discuss this with your Thunk partner!
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Effective learning
Pupil voice
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Examples in our own lives of when we have a voice:
When we vote; When we fill in an evaluation form/ questionnaire; During a meeting (large or small); When someone asks us our opinion; When we give our opinion.
What would you say are the important features about having a voice?
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Pupil voice legal responsibility
Children and young people have a right to be heard and play a part in the decisions that affect them.
United Nations Convention on the Rights of the child (Article 12)
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Pupil voice: legal responsibility
Children and young people should where possible participate in all the decision-making processes that occur in Education. They should feel confident that they will be listened to and that their views are valued.
SEN CoP 2001
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CoP
Where children have attended a primary school that encouraged pupil participation and sought the views on a range issues, it will be possible to build upon these positive experiences in the secondary sector.
CoP 2001 p.29
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Why pupil voice: beyond legislation
The pupil voice movement represents a new departure because it is based on the premise that school should reflect the democratic structures in society at large. Under this conception the school becomes a community of participants engaged in the common endeavour of learning.
Flutter, J. and Rudduck, J. (2004) Consulting pupils: what’s in it for schools? London: RoutledgeFalmer
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Things you might like to ask children about:
What makes a good learner? What makes a good friend? What to do when I need help? When I’m angry; All about me; Things that help me learn; School, class; A school subject; Play time; What help would I like in the future.
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Thunk!
If a child asks for something they think they really need and an adult doesn’t give it, has the adult let the child down?
Turn and discuss this with your Thunk partner!
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Factors affecting effective learning for children:
Every Child Matters Working with individuals
The individual as a learning
Intelligence
Neurological factors
Health and well being
Social relationships
Family and community
The learning culture
Effective learning
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What are our equal rights
Think about all the times in your life when you want to have the same rights as the everyone else?
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Individual needs
Think about all the times in life when you want your individual needs to be recognised?
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Every Child Matters is fundamentally about including every child in a good quality of life.
stay Safe are Healthy Enjoy and achieve achieve Economic and social well-being make a Positive contribution
Every Child Matters: Change for Children in Schools DfES 2004)
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Stay Safe
Health Economic well being
Make a positive
contribution
Enjoy and achieve
Every Child Matters
Recognising the needs of children with SEN
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Thunk!
If we treat everyone the same does that mean it’s fair to everyone?
Turn and discuss this with your Thunk partner!
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Equity and equality opportunities
Equal opportunities
Equitable opportunities
They may sound similar, but in reality they have very different
characteristics…
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Equal and equitable opportunities are central to the ethos of teaching children with additional support needs.
Equal opportunities – the right to a high quality education for all children.
Equitable opportunities – supporting each child with their individual needs by personalising their learning.
Equal opportunities
Equitable
opportunities
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I hear and I forget. I see and I remember. I do and I understand. Confucius
Next your seminar workshop:
Intelligence; Family and Community, the individual as a
learner; Social relationships (linked to behaviour
management and SEAL).