We can't afford to support them (The psychology (Allport intergroup…
We can't afford to support them
Demonstrating £6000 of school budget already used to support needs
whole school training around this student's needs (but that has wider benefits) :question:
relationship building sessions between teacher and pupil (paying for PPA cover) :question:
2:1 friendship building sessions with a TA using Allport's intergroup contact theory - or a more recent version :question:
Identifying what a child CAN do on their own or in a small group/with the teacher
How can existing support be adjusted to meet the needs of several individuals simultaneously
Find times the CYP knows they will be independent and set activities they enjoy/are good at/are confident in.
Provide other forms of support e.g. technology, peer support, giving responsibility, non-verbal cues from a teacher
Target support in subjects or at times which are difficult or are trigger points. Anticipate difficulties.
We don't want them here/what about the other children?
whole school training around student's needs
acknowledge difficulties in inclusion. Highlight positives of inclusion for individual and schoolwide.
Plan responses in advance to possible difficulties.
We are not confident to support them here/don't know what to do with them
teacher self-efficacy only thing that improves inclusion of children with SEN
Allport intergroup contact theory
Training regarding specific SEND
Planning for anticipated difficulties FIND
Personal construct psychology
Othering and dehumanisation (Allport) and more recent authors
importance of working in relationship - FIND
Positive responses increase where perceived similarities exist - FIND
Rogers - unconditional positive regard and positive attitude
Active listening - acknowledging perceived barriers to including child and the school's situation