1 Classroom management and partnerships Partnerships with outside agencies.
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- 1 Classroom management and partnerships Partnerships with outside agencies
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- 2 Learning outcomes You will: know the range of outside agencies most likely to be involved with your pupils understand the basic principles of collaboration with outside agencies within the Every Child Matters framework, and know where to seek further assistance or advice on SEN and disability.
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- 3 Activity 1 Learning outcomes You will: know the range of outside agencies most likely to be involved with your pupils, and understand your roles and responsibilities as teachers.
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- 4 Every Child Matters: the five outcomes Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well-being.
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- 5 The key to putting the five outcomes into action Collaboration between local authority childrens services Involving therapists and CAMHS workers Outside agencies and voluntary groups may support pupils.
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- 6 Activity 2 Learning outcome You will gain a basic knowledge of the national service framework (NSF) and the responsibilities of local authorities.
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- 7 Childrens NSF: key points Introduced to address variations in standards of care Services to be delivered around the needs of children and families Standards drawn up to ensure that all childrens services are coordinated and effective Performance measures set and progress to be measured over agreed timescale.
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- 8 Inclusion and achievement National research has shown that settings that develop inclusive cultures, policies and practices also raise achievement and the Department of Education and Lifelong Learning considers good equalities and educational inclusion practice to be the key to school improvement. Educational inclusion and equalities policy, 2003
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- 9 Key messages ECM outcomes more likely to be met if agencies work in partnership with schools All teachers should be in close touch with SENCOs or inclusion managers Take time to learn about how to remove barriers for individuals to improve the education of all pupils.
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- 10 Activity 3 Learning outcomes You will understand that: a comprehensive approach is likely to work best, and modern therapy of all kinds considers the individuals environment, including out-of-school environment, alongside the difficulties that an individual presents.
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- 11 Daniels profile Has DCD and ADHD At age seven, his movement ABC score (a standardised test for movement) was below the 5th percentile in the lowest five per cent of pupils of the same age At age 12, his ABC score was the same but much had changed.
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- 12 Daniel: some questions Who contributed to the therapy? Where did it take place? What was its substance?
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- 13 Feedback from the film What did you find useful? What could you use in your school educational setting? How could you use the information/knowledge?
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- 14 Daniel: key points One-to-one therapy has no apparent advantages over lower-cost group activities The film illustrates how teachers and coaches can contribute to therapy Parents, carers and peers can also help.
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- 15 Learning outcome You will understand the basic principles of collaboration with outside agencies. Activity 4
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- 16 Ray: a year 6 pupil Finds concentration difficult and can be disruptive. Often complains of a headache and sits apart Reading is two years behind and progress is slow despite extra help Does not like contributing to oral work in class Enjoys painting.
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- 17 The SENCO calls a meeting of everyone involved. Which professionals did the SENCO contact after the meeting? Ray: a year 6 pupil (continued) His mother and teacher have noticed that, sometimes Ray does not seem to hear them He sometimes stays away from school.
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- 18 Rays story: 2 The meeting, with Rays agreement, decided on a referral to the schools EP and the EWS The EP observes Ray in class and suggests to the teacher Ray gets help with his oral communication The EWO talked to Ray and his mother. Ray said he found it hard to understand lessons. His mother works in the evenings and cannot keep an eye on him all the time. What suggestions for further referral did the EP and the EWO make?
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- 19 Rays story: 3 The EP referred Ray to a paediatrician to check out his headaches and asked for a hearing test Ray agreed to the EWOs suggestion to attend a good local arts centre that works with children but does not always go The paediatrician found no obvious cause for the headaches although tension in class could contribute to them The hearing test confirmed Ray has normal hearing. Who did the EWO and the paediatrician bring in next?
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- 20 Rays story: 4 The EWO contacted an arts outreach officer. Ray expressed interest in some of the activities on offer and attended the first one The paediatrician asked the speech and language therapy service to assess Ray, who was found to have a significant receptive language impairment that affects his ability to process oral language.
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- 21 Rays story: 5 The SLT could: explain the effects of Rays impairment on his learning offer strategies to support him in class and to improve his communication commit to attending regular meetings and monitoring Rays progress advise on strategies and curriculum modification model strategies, if appropriate, and work directly with Ray, if appropriate.
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- 22 Rays story: 5 (continued) The teacher could: agree strategies to support Ray collaborate on curriculum modification and setting appropriate objectives for Ray try to attend meetings with the therapist ensure other adults working in class understand what should be done, and work with others on Rays social involvement, particularly at breaks and lunchtimes.
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- 23 A happy ending Everyone played their part Ray became more confident in class He began to enjoy lessons and learn He is taking up activities and producing some fine pieces of artwork Both he and his mother say that he is much happier in school and that his results are improving.
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- 24 Activity 5 Learning outcomes You will: gain insight of a school system for inclusion in action, and be aware of the roles of all concerned.
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- 25 Activity 6 Learning outcomes You will: reflect on key learning points from the session, and identify key points of action for you to consolidate and apply your learning.