Inclusion
Key Terms
SEN
What?
Otherwise known as Additional Support Needs (ASN)
Stats (2017)
14.4% of pupils
2x as likely to be NEET @ 16yrs
Special Educational Needs
NEET
Not in Education, Employment or Training
26.6% FSM eligible (only 11.8% non-SEN)
FSM
Free School Meal
242-thousand have EHC plans
1 million have SEN support
25% autistic
200-thousand of SEN don't have support... 91% of which are in mainstream schools - shows that mainstream failing to provide
Types
Cog/ learning needs e.g. ADHD - attention deficit hyperactivity disorder
Beh/ emotional/ social needs i.e. EBDs
Communication needs e.g. Autism
General developmental delays e.g. Down Syndrome, low IQ etc
Sensory/ physical needs e.g. deafness, blindness
Approaches
Mainstreaming
Integration
Inclusion
Specialist Education Provision
Inclusion of SEN in typical class activities (but only occasionally - segregated the rest of the time)
Fit SEN children in with existing class structure e.g. same lessons as typical students but with teaching assistant
Restructure the educational setting to promote belonging
Special educational provisions for those will additional needs - segregated?
Inclusion!
A Human Right! Education should be available for all so need to change our system to ensure that everyone has the same provisions and support
Wider social, economic and political implications. Segregation as a violation of rights and cause of stigmatisation
Importance in social development, belonging and community
Roffey SEN pupils are more likely to be excluded than non-SEN: shows that schools are incapable or unwilling to tackle the problems that may arise surrounding SEN kids and that they prioritise non-SEN kids education first and foremost
If we change the structure then there will be no need for teachers to chose between prioritising SEN or non-SEN - will be easier to cater for all at once
Important implications in later life - employment, higher education achievements etc
Models of disability
Medical
Social
Disability is caused by an impairment or dysfunction. To neutralise disability the impairment needs to be fixed/ repaired
Disability is caused by a barrier in the environment. To neutralise disability the barrier needs to be removed and the environment needs to be adapted
Ofsted (2010) SEND review: Special education needs and disability
Emphasis on an accessible and accommodating society
Why?
SEND poor academic performance
SEND high rates of exclusion and absence
Investigate and provide framework for inclusion in the future
SEND disproportionately from disadvantaged backgrounds
Findings
Failure of SEND recognition and provisioning
Needs /aspirations of SEND not met due to inefficient support and resources
New Legislation (2015)
Raise the age of consideration to 25yrs
Defining SEN
Promote early identification and liaison with authorities, community etc
Impact
Hearing Impairment Potmesil
Mainstreaming fairly effective due to natural linguistic environment
Parents are often dissatisfied
Inclusion
social-emotional wellbeing
self-esteem
Difficulty following group tasks, better at 1:1
Down Syndrome Guralnick
Matched with typical kids of same mental age
Similar social networking skills regardless of classroom setting
DS just as likely to initiate social interactions but are less skilled in social competence
Mainstreaming
Slightly increases academic skills and results in more positive adult outcomes
Autism Humphrey
Over/ under sensitivity to surroundings e.g. lights and noise
Higher chance of being bullied, compared to both typical and other SEN children... especially in mainstream schools
High exclusion rates and feel less belonging
Rights VS Needs Ravet
R
N
all kids have the right to be treated the same
all kids have the right to be different
Medical labelling dilemma
'Special pedagogies' dilemma
R: Autism as a label is stigmatising and leads people to focus on the perceived deficits rather than the strengths
R: Special education should be rejected as it reinforces exclusion
N: teachers should have special training as autistic kids need different support
N: Autism is not a bad label as it helps gain understanding, awareness and acceptance of individual differences
Children's views
Norwich 10yrs / 14yrs moderate learning difficulties in special/ mainstream schools
Experiences of stigma in mainstream and feelings of belonging and solidarity in special schools
Regardless of school type/ level of inclusion (mainstream or special), children said they prefer the school they attend at that moment
No evidence that SEN are detracting from typical kids development
But there is evidence that SEN kids can suffer from being with typical kids
Bullying or rejection of friendship (especially for autistic)
Social impairments
Prefer to learn in a withdrawn environment
Parental involvement
Important but difficult
Goldman interventions are not very effective
Attitudes differ (M and S model continuum): some accept only mainstream, some change their minds and others are content with special education
Teachers
Good attitudes towards inclusion but highlight practical implications and obstacles to achieving total inclusion in education
Barriers like training provisions
Attitudes differ depending on SEN type
Negative towards mental and social impairments
Positive toward physical and sensory impairments
Evidence
lack of Random Control Trials makes results difficult to implement
Condition specific considerations make inclusion highly complex
Guest speaker key points
Autistic kids need support in the unstructured parts of the day e.g. playtime
Most Autistic children are in in-adapted environments and they struggle
Exclusions
SEN pupils make up almost 50% of exclusions
Not all are formal/ official and some are unlawful
internal exclusions: taken out of class to work in isolation
not included in school trips or club activities
families are encouraged not to bring their child to school or pressuring parents to switch to special education school