Early identification and support for children with special needs HLTA Development Events 2015.
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Transcript of Early identification and support for children with special needs HLTA Development Events 2015.
Early identification and support for children with special needs
HLTA Development Events 2015
Presentation slide 2.1
First thoughts....
• What are special educational needs (SEN)?
• What is the difference between SEN and disability?
• How can we contribute to inclusion and the achievement of pupils with SEN and/or disabilities?
Presentation slide 2.7
Legal definition of ‘disability’
People have disabilities if they have any mentalor physical impairment that has a substantialand long-term adverse effect on their ability tocarry out normal day-to-day activities
Presentation slide 2.2
The nature of special educational needs
Pupils with SEN could have:• difficulties with some or all school work• difficulties with reading, writing, number work or
understanding information• difficulties in expressing themselves or understanding
what others are saying• difficulty in making friends or relating to adults• difficulty in behaving properly in school• difficulty in organising themselves• some kind of sensory or physical need which may
affect them in school
Presentation slide 2.3
When pupils do not necessarily have SEN
Pupils are not regarded as having a learningdifficulty solely because:• the language or form of language of their
home is different from the language in which they will be taught
• they have a disability• they have a medical diagnosis or condition
Presentation slide 2.5
The four areas of need• Communication and interaction• Cognition and learning• Behaviour, emotional and social development• Sensory and/or physical
Explanation of need:• Communication and interaction – eg. Expressing themselves,
understanding others• Cognition and learning – eg. reading, writing, number work• Behaviour, emotional and social development – eg. making
friends, relating to others, behaving appropriately• Sensory and/or physical – eg. visual impairment, hearing
impairment, limited physical movement
Maslow
Presentation slide 2.9
What factors influence learning?
SupportTaskChildEnvironment
SEND reforms
The new Special Educational Needs code ofpractice sets out that all early years providersmust follow the safeguarding and welfarerequirements of the EYFS Framework 2014 and thelearning and development requirements. Thesearrangements should include a clear approach toidentifying and responding to SEN (Chapter 5)
Early intervention is essentialIndependent reviews conducted in recent years are allunited in their call for early intervention.
“Building their essential social and emotional capabilities means children are less likely to adopt antisocial or violent behavior throughout life. It means fewer disruptive toddlers, fewer unmanageable school children, fewer young people engaging in crime and antisocial behaviour. Early intervention can forestall the physical and mental health problems that commonly perpetuate a cycle of dysfunction.”
Graham Allen Early Intervention: The Next Steps https://www.gov.uk/government/publications/early-intervention-the-next-steps--2
Finding out about a child
Where does the information come from?
• Information from parents • The voice of the child • Observations within the setting • EYFS Outcomes and tracking • The progress check at age two• Health and development review at age two • Bringing it all together
Consider.....
• How well does your setting gather information through the different routes?
• How well does your setting bring the information together, analyse and act upon it? (provision mapping )
• How well does your setting manage conversations with parents during the decision-making process?
• Do you bring in, or contact, or visit other professionals/ settings for advice and support and to observe their practice, i.e. A local resource base, special school, etc.
1. Assess
3. Do
4. Review
2. Plan
High quality inclusive teaching
(inc. differentiation, wave 2 intervention)
SEN Support in Schools: The Graduated Approach
Builds on more frequent review and more specialist
expertise in successive cycles,
Whole school processes for
assessing, tracking and monitoring
progress
Not making expected progress
1. Draw on info from above, views of
child / parent, external services. Assess against
SEN criteria
2. Teacher, SENCO, parent, child
agree interventions and support / expected outcomes.
Record on school system / inform staff.
4. Impact assessment, along with views
of parent / child used to review overall impact of
support. Revise plan in light of outcomes.
3. Implement plan.Class / subject teacher
remains responsible for working with child on a
daily basis and assessing impact of plan.
Starting Point
Progress means SEN support no longer required
Using the graduated approach of ‘assess, plan, do, review’ think about your team in school and how you work together. Who does what? Where and how are you involved in this process?What works well? What could be better?
1. Assess
3. Do
4. Review
2. Plan
Inclusion – key factors for success• Attitudes• Skills• Resources
Inclusion is about creating a secure, accepting,collaborating and stimulating school in whicheveryone is valued, as the foundation for thehighest achievement for all pupils (adapted from Index for inclusion, CSIE)
What helps?
ResourcesWords for life:http://www.wordsforlife.org.uk/Foundation Yearshttp://www.foundationyears.org.uk/SEND Gatewayhttp://www.sendgateway.org.uk/index.cfmTES early years hubhttps://www.tes.co.uk/content/early-years-hubBsquaredhttp://www.bsquared.co.uk/2simple software (tracking and assessment) https://www.2simple.com/
Resources
Interventions for literacy – identifying and teachingchildren with dyslexia and literacydifficulties http://www.interventionsforliteracy.org.uk/home/school/identifying-and-teachingchildren-and-young-people-with-dyslexia-and-literacy-difficulties-2009/
National Children’s Bureau – what early years providers needto know
http://www.ncb.org.uk/media/1208733/what_early_years_providers_need_to_know.pdf
Some final thoughts
make time to listen to children, find time to think,
be prepared to ask for advice,share responsibilities and worries
know your strengths...and know the strengths of others.
