inclusion, the individual and the environment
DESCRIPTION
an introduction to the special educational needs and disability dutiesTRANSCRIPT
Session 1
Inclusion, the individual and the environment
IIE 2
Learning Outcomes
Trainees will: • understand how the terms ‘inclusion’, ‘special
educational needs’ (SEN) and ‘disability’ are used• understand of the context provided by the statutory
and regulatory framework for SEN and disability• be aware of the nature of duties on schools and their
staff in relation to SEN and disability• know of key recent documents on SEN and disability
and where to refer to them• understand the difference between ‘within-child’ and
‘environmental’ models of disability.
IIE 3
Feelings associated with:
Inclusion Exclusion
valued rejected
at ease upset
content angry
happy frustrated
useful unhappy
hard done by
useless
IIE 4
The principles of an inclusive education service
• Inclusion is a process by which schools, local authorities and others develop their cultures, policies and practices to include pupils
• With the right training, strategies and support nearly all children with SEN and disabilities can be included successfully in mainstream education
• An inclusive education service offers excellence and choice and incorporates the views of parents and children
• The interests of all pupils must be safeguarded
IIE 5
Defining inclusion
“Inclusion in education involves the processes of increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Inclusion is concerned with the learning participation of all students vulnerable to exclusionary pressures, not only those with impairments or categorised as having SEN. Inclusion is concerned with improving schools for staff as well as for students.” (CSIE 2002)
IIE 6
Thinking about inclusion
What are the differences between the Salamanca and CSIE descriptions of inclusion?
Why does the CSIE description of inclusion say
‘Inclusion is concerned with improving schools for staff as well as for students’?
IIE 7
Activity 3: Learning outcomes
Trainees will understand:
the relevance of the Every Child Matters outcomes to inclusion
• the importance of high expectations within the national curriculum inclusion statement.
IIE 8
The Every Child Matters outcomes
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieving economic well-being
IIE 9
The national curriculum inclusion principles
• Teachers must not ignore the three principles of inclusion in their planning and teaching
• The statement gives substantial flexibility to allow teachers to match their plans to the needs of all pupils
IIE 10
Expectations
Why is the first part of the national curriculum inclusion statement so important?(You can include reasons not mentioned in the film)
Click on box to start film clip.
IIE 11
Adam’s days“After following Adam for 18 months, we gave up specifying his traits as the explanations of his behaviour and began talking instead about what happened around him daily that seemed to organise his moments as an LD person.”
(McDermott 1993)
What are the implications of Mc Dermott’s findings when we think about planning learning opportunities for pupils with SEN and/or disability?
IIE 12
Adam’s Days
“The point of this story is that a person’s competence is
interwoven with the context and cannot be viewed as
separated. This case points to the importance of
recognising learning as being different in different
institutional practices. The child learns in the realising
of institutional practices in interaction with other
persons. Neither the child nor the institutionalised
activity/practice in itself create learning or learning
problems.” (Hedegaarde 2001)
IIE 13
The environment and the individual
Corbett suggests that we should work to ensure that:
• no one voice be allowed to dominate discussions
• an ever-expanding space be allowed to ‘accommodate new voices which have remained silent or unheard in the clamour of status’. (Corbett 1996)
IIE 14
Involvement in planning
Think of an example of planning for the learning of a pupil with SEN and/or disability. Consider: • which professional or other groups, including the
child and their parent/carer, were involved in deciding on the action to take?
• who had most influence in the decision-making? • was the process negotiated so that everyone
had a say? • were efforts made to ‘expand the space’ to
people who might find it hard to join in?
IIE 15
Similarities
What are the similarities between the
national curriculum inclusion statement
and the ICF approaches to addressing
issues in relation to disability and SEN?
IIE 16
The SEN framework
• Legislation, regulations and guidance• Makes provision to meet SEN• Includes what schools provide from their
delegated budgets and what local authorities provide from their centrally retained funds
• In England and Wales, Part 4 of the Education Act 1996 is the principal legislation, amended by the SEN and Disability Act, 2001
IIE 17
Special educational needs
• “Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. 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.” (DfES 2001: the revised SEN Code of Practice)
• Pupils with SEN are said to require something ‘additional to’ or ‘different from’ that offered to other pupils
IIE 18
SEN framework
SEN and Disability Act 2001
IIE 19
Planning duties
Planning duties in the DDA require schools and local authorities to plan to increase access to education for disabled pupils. The duties cover three aspects of planned improvements in access:• improvements in access to the curriculum• improvements to the physical environment of the school to
increase access to education and associated services• improvements in the provision of information in a range of
formats for disabled pupils.
IIE 20
SEN arrangements Planning duties
SEN and Disability Act 2001
IIE 21
Disability discrimination duties
Disability discrimination duties in the DDA provide protection from discrimination for disabled pupils in schools.
IIE 22
Definition of disability
• The DDA defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities’
• Physical or mental impairment includes sensory impairments and also hidden impairments. In the DDA ‘substantial’ means ‘more than minor or trivial’. ‘Long-term’ means a year or more.
IIE 23
SEN arrangements Planning duties
DisabilityDiscriminatio
n
duties
SEN and Disability Act 2001
IIE 24
Protection from
discrimination
Who and what are covered?
Current and prospective disabled pupilsEvery school and every aspect of school life:
admissions, education and associated services, exclusionsThe ‘responsible body’ for the school
IIE 25
Protection from
discrimination
Two key dutiesResponsible bodies:
•must not treat disabled pupils less favourably
•must make reasonable adjustments for disabled pupils
IIE 26
Every aspect of school life:
- admissions
- education and associated services
- exclusions
IIE 27
Every school:
- maintained, independent
- mainstream, special
- nursery, primary, secondary, including school VIth forms
- community, voluntary, foundation or a city academy
IIE 28
SENCOs
• SENCOs have responsibilities at individual pupil and whole school level. They may take charge of budgeting, resource allocation, timetables and also work with individual pupils
• They often advise, appraise and train staff, and liaise with other professionals
IIE 29
Routes to support
• Your tutor and your mentor are the first contacts • Pupils can often tell you what works best for
them• Parents and carers can give valuable insights• Curriculum leaders can help with subject
learning and SEN/disability issues
IIE 30
Routes to support
• BECTa (www.becta.org.uk/inclusion) hosts discussion groups on many areas of SEN
• The TDA Behaviour4Learning site is designed to support trainee teachers
• The SENCO can advise you and help you learn from specialists like educational psychologists and therapists
• Teacher Training Resource Bank (TTRB) www.ttrb.ac.uk
• Teacher Support Network http://www.teachersupport.info/