Inclusive

practices (Unit 303:

supporting learning)

Mental Deficiency Act 1913• Idiots• Imbeciles• Feeble-minded• Moral defectiveness• Blind• Deaf• Epileptic• Physical defective

Inclusion was...

What is inclusion? What is

support?

What are the barriers to learning?

What resources

do we need?

Inclusion is….• SEN, inc. physical disabilities and emotional, social and / or behavioural

difficulties

• EAL (Pupils with English as an Additional Language)

• LAC (Children who are Looked After)

• G & T (Gifted and Talented)

• Pastoral (bereavement, transition, behaviour, self-esteem, attendance etc.)

• Gender

• MEG (Minority Ethnic Groups), inc. travellers, asylum seekers and refugees

• other children, such as sick children; young carers; children from families under stress; children who are at risk of disaffection and exclusion from school; children from families of extreme poverty

Key Legislation

Key Legislation RE:SEN

Special Education Needs Code of Practice for Wales 2002 ( Graduated Response)

Education Act 1996(legal entitlement for parents to express wish)

Warnock Report 1978 (suggested getting rid of labels-Handicapped, towards individualised learning)

Education Act 1870(ed for all)

Education Act 1944 (compulsory)

Education Act 1981 (advocated integration and greater collaboration)

Education Reform Act 1988 (entitlement for all children – broad balanced curriculum-NC)Children Act 1989 (children with disabilities are children first)Education Act 1993 CoP 1994 (staged referral – to statementing)

DDA 1995

Green Paper 1997 (increase inclusion –contribution LSAs)

Shaping the Future for Special Education An Action Programme for Wales 1999

The Learning Country A Paving Documents 2001

SENDA 2001

(DDA 1995 Part 4)

The Disability Discrimination Act 2002

‘This DDA Act requires settings/schools not to treat a disabled child ‘less favourably’ and to make ‘reasonable adjustments’

In practice this means to:• Eliminate discrimination and promote positive attitudes• Promote equal opportunities• Improve access to the curriculum• Make physical improvements• Provide information in a range of formats• Take specific action for children whose first language is not English• Ensure that children are provided with material that is appropriate

to their ability

Disability Discrimination

‘It is unlawful for schools to discriminate against disabled pupils for a reason relating to their disability, without justification’.

Disability Discrimination Act 1995

Feelings associated with:

Inclusion

• valued

• at ease

• content

• happy

• useful

Exclusion

• rejected

• upset

• angry

• frustrated

• unhappy

• hard done by

• useless

Producing inclusive policies•Developing the school for all•Organising support for diversity

Evolving inclusive practices:•Orchestrating learning•Mobilising learning

Creating inclusive cultures:•Building an inclusive community•Establishing inclusive values

Developing inclusive practices

barriers

opportunities

strengths weaknesses

opportunities threats

‘SWOT’ analysis

I use evidence to

evaluate and develop the quality

of provisions.

I monitor and

evaluate impact;

analysing data.

I assess and track

my learners

continuously.

I identify the right provision

for all learners.

I proactively

develop my

practice.

I know the vulnerabilit

ies of all learners I work with.

Igniting possibility in all of

our learners.

Inclusive teaching: provision mapping

Personalised Learning & Inclusion

Assessment Teaching & Behaviour

ManagementLearning Opportunity

Observation / Monitoring / Marking

Enjoyment

Broad and balanced curriculum, inc. intervention strategies

Differentiation

Classroom Organisation

Target Setting

Liaison with family

Use expertise through liaison with outside agencies and experts in school

Differentiation by…

• Differentiated and/or different objectives

• Content / task

• Interest

• Pace

• Level

• Access / resources

• Response

• Depth / sequence

• Structure

• Support

• Teaching style

• Grouping

Which of these do you overuse?

Underuse? Can you give an

example where you differentiated well? How did you know?

Pre-requisite cognitive skills for success in core curriculum areas

• Complex shape discrimination

• Shape location within close parameters

• Minimal Difference Visual Discrimination

• Auditory Discrimination

• Auditory Sequential Memory 

• Left to right visual pattern sequencing

 • Fine motor skills for pencil writing

or keyboard

• Translating 3D to 2D, 2D to 3D

• Short term memory

• Time sequencing

• Sentence/ auditory comprehension of 1+ Information Carrying Words

IEPS should …

• only record that which is “additional to” or “different from” the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in their area

• not be “more literacy” or “more maths” but be interventions which address the underlying learning needs of the pupil in order to improve his or her access to the curriculum.

• state what the learner is going to learn – not what the teacher is going to teach (ie state the outcome – be clear about what the pupil should be able to do at the end of the given period).

• be accessible to all those involved in their implementation – pupils should have an understanding and “ownership of the targets”

• be seen as working documents

• be manageable and easily monitored

• be based on informed assessment

• Be time-limited – there should be an agreed “where to next …” – not necessarily another IEP

Being specific (eg): To behave more appropriately in class To be able to sit at his table without interrupting the

teacher during group sessions on at least 3 days of the week

To be able to play with others appropriately To consistently be able to take his turn when playing a

board game with 1 or 2 of his peers

To improve her self-esteem To be able to choose a piece of work she has done during

the week that she is proud of and tell a friend the reasons for choosing it.

Where do IEP targets come from?

Discussion between teacher and teaching assistants

Discussion with pupil

Discussion with another professional Discussion with parents

Other General Strategies

• Support with spelling / writing independently (Makaton/ Colourful Semantics)

• Support with reading (Makaton, Jolly Phonics)• Peer support• Practical experiences• Alternative forms of recording, including ICT• Worksheets• Appropriate forms of assessment• Modes of communication• Age-appropriate resources• Use of games• Using TAs effectively• Effectively using IEPs

Which of these strategies do you already use

to support pupils with

SEN?

What factors influence learning?

Learning Environment

Teacher/Assistant

Task

Child

Think of what you think would be an ideal learning environment – blue skies thinking!Role of support assistant/ teacherWhat about the actual task? How should it be presented?What about the child ? They must be ready to learn, feeling valued and confident in themselves and in the support they will get