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Inclusion (Definitions (SEN or Additional Support Needs (Cog/learning…

- - - - 24% of those with "SEN Support" have moderate LD (dyslexia, dyspraxia, etc)
      - 28.2% of those with plan/statement have autism
      - 47% with EHC place/statement and 91% without are in mainstream school
  - - - Including children with additional needs in a few regular education classes as convenient
      - Convenient for school or child?
      - E.g. most lessions in Autism base but for some lessons in 'regular' class
    - - Fitting child with additional needs into existing class structure
      - E.g. not changing classroom - often find specific TA here
    - - Restructuring educational settings to promote belonging for all students
      - Fitting environment to child rather than other way round
      - Potential effects on typical peers - social and academic
      - Evans + Lunt - Moving towards full inclusion, however considerable obstacles
  - - - Equality act
      - Segregation may violate rights and promote stigmatisation
      - Potentially seen as different
      - Adverse effects - singled out, bullied
    - - Need to have contact with people different to yourself to reduce prejudice
      - Sense of belonging and social capital important
      - Belonging - impact well-being
      - Social capital - quality of connections, want lots of social capital, beneficial e.g. development of own social skills
      - Pupils with SEN more likely to be excluded
      - Often physically + metaphorically excluded so makes this difficult
  - - - Disproportionately from disadvantaged backgrounds
      - Does less well academically
      - More likely to be absent or excluded
  - - - Parents say
        
        System = bureaucratic, bewildering, adversarial
        
        Does not reflect needs of child
      - Circumstances differ but families have shared concerns
      - Change responses
        
        Give parents confidence by giving them more control
        
        Transfer power to professionals
        
        Support better life outcomes for young people
- - - - Do better in 1-to-1 or structured interactions
      - TD peers often respond negatively
    - - Great difficulties in: communicating, initiating/entering, maintaining interactions
      - Co-enrollment + social skills training programs = effective
      - Inclusive settings seen to be effective for social interactions but further research needed
  - - - Peer networks similar to TD peers matched in mental age, but below chronological age
      - No effect on classroom setting
    - - More interactive than autistic children
      - Teachers rate them as less socially competent than peers - skills not as good, but enjoy being social
      - Seek out being social
  - - - Autistic individuals have distinct needs which are not necessarily met by mainstream schools
      - Autistic students increased ed in mainstream schools
      - However experience bullying, social isolation, anxiety
      - School policies reflected practices that act as facilitators/barriers
    - - Two inclusion perspectives: Rights-based (same rights as everyone else) vs. needs-based (right to be different)
      - Dilemma of medical labelling
        
        Rights based: autism label results in negative judgements/deficit focus
        
        Needs based: autistic not a bad label, it helps others understand, helps to make them feels more included
      - Dilemma of special pedagogies
        
        Rights based: reject special education - this reinforces exclusion
        
        Needs based: teachers must have autism training as needs are different
  - - - Rights of children to be included in mainstream ed
      - Proposition that inclusive ed = more efffective
    - - Optimise SEN ed
      - Evidence based approach to children's ed
- - - - 10-11 and 13-14 years, moderate LD in specialist proven or mainstream
      - Majority preferred current school - whether thats mainstream or special
      - Some in main stream preferred learning in withdrawal setting
      - High incidence of bullying for both - in school or outside
    - - Autistic students can find mainstream stressful/anxiety-provoking - educators needs to be flexible and understanding
      - Some have desire to fit in with peers and want support to be subtle (Humphrey + Lewis 2008)
  - - - TD peers do not recirpocate autistic children's friendships, only involving them in friendships half of the time (Rotherham-Fuller et al 2010)
      - Deaf children not always accepted by hearing peers (Kluwin et al 2002)
      - More positive attitudes towards DS can be elicited by providing information about DS (Law + Kelly, 2006)
    - - Engagement in social interaction with peers + stereotypical behaviour
      - Autism w/ high stereotypic behaviour + low social engagement/peers
      - TD learned to direct interactions to Ps during play > increased freq of peer social engagement for adults
      - Decreases in stereotypic behaviour
      - Importance of changes in social engagement + stereotypic behaviour for children with autism
  - - - Hodge + Runswick-Cole (2008) School procedures themselves most difficult aspect
      - Goldman + Burke (2016) Interventions to increase parent involvement not effective
    - - Accept nothing but mainstream schooling
      - Committeed to mainstream schooling, but changed mind
      - Always wanted child to go to a special school
  - - - Teachers' attitudes (can depend on type of SEN) linked to specific SEN
      - Availability of support associated with attitudes
      - E.g. frustrating + don't know how to deal with them
    - - Provision of training should be a priority for policy makers: key is how trained not how long
      - Need effective training to improve implementations of interventions
      - Combinations of strategies = improve implementation fidelity
    - - Educational psychologists argue there are "considerable obstacles to full inclusion"
      - Focus on league tables
- - - - The rate of exclusions of autistic children has been steadily rising over recent years
      - Also unofficial exclusions - internal exclusions, part time timetables, encouraging moving to other school
    - - Considerably more likely to be bullied than those with other or no SEND
      - Prevalence estimates = worryingly high (highest = 94%)
      - High risk = AS/milder deficits in social understanding, early adolescents, attending mainstream school, concurrent behavioural difficulties
    - - Difficulties = common among autistic children
      - 70% of autistic CYP have one co-morbid disorder
      - 41% have two/one
      - Most common co-morbid diagnoses = phobias, OCD, social anxiety disorder, ADHD, ODD
      - Autistic CYP are 28x more likely to think about/attempt suicide than their NT peers
      - Suicide = leading cause of death in autistic people
    - - Percentage of pupils achieving expected standards in reading, writing and mathematics KS2 stats scores: general school population 70%, autistic 25%
      - Percentage of pupils achieving 5 GCSE s grade 4 or above: general 63.9%, autistic 32.5%
      - About 25% of autistic adults are in sustained competitive employment (National Autistic Society reported lower)
  - - - 84% of parents notice atypicalities in their children before 5yrs
      - Wait around a year before making first contact with healthcare professional
      - Delay of 3/4 yrs from first contact and formal diagnosis
      - Delays = longest for Asperger Syndrome
      - Post-diagnostic support = written reports & signposting
      - 35% of sample = no offers of help/support
      - 56% of sample = diagnostic profile as very stressful
    - - Fewer than half = happy at school
      - 5/10 teachers = confident in giving support
      - 70% of parents say support was not given quick enough
      - 6/10 say main benefit would be a teacher who understands
      - 42% refused assessment on 1st request
      - 1/10 parents = satisfied with process
    - - Lack of specific SEN expertise/training/understanding/awareness
      - Communication difficulties
      - Feeling excluded/judged/not listen to or valued