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ASD in the mainstream classroom (My Experience (Feelings of inadequacy,…
ASD in the mainstream classroom
SEND Code of Practice
SEND CoP Curriculum 6.12
SEND CoP 6.15 & 6.37
"high quality teaching"
What does 'high quality teaching' mean?
What part do interventions play? Do they challenge inclusion?
SEND CoP 6.19 "schools should not delay in putting in place extra teaching or other vigorous interventions to secure better progress"
SEND CoP 6.28 - 35 "Broad areas of need".
Social, emotional and mental health difficulties
Sensory and/or physical needs
Cognition and Learning
Communication and Interaction
SEND CoP 6.20 & 6.39 info gathering / parent input
Graduated Response: Assess, Plan, Do, Review
What is the teacher's role and what defines professionalism in the GR?
SEND CoP 5.32 & 5.40: Consulting and planning with parents
The School Context
Social / Communication
Barriers and complexities to communications with others (inc teachers)
Different ethnographic perceptions of ASD
Family life
Parents
Behaviors at home
Teaching / learning alongside peers
My Experience
Pupil with clear SEND, potentially profound and multifaceted
Reading, speaking, writing age of Early Years / Year 1 - if not lower in some cases
Difficult to see targets or LO's
No TA
No EHCP
Part of class with 1/3 pupils have some form of SEN
Differentiation is a barrier to inclusion: Inclusion is cursory
Reliant on student teacher (myself) to provide 50% of support for SEN child.
What support for high quality teaching is there?
For myself
For the teacher
What is SENCO's role?
EAL - child is indian-born and recieved early schooling in India
Feelings of inadequacy, helplessness, frustration and of being stretched.
Rationale of accountability: Pupil A is in my class and therefore I'm accountable for him
How do I fulfil the role of 'high quality teacher', as well as offer the ind an enriched school experience ?
I don't know how to relate with this child due to his EAL, SEND and cultural background
Relevant Teacher Standards
TS.2b: Plan to build on pupils' knowledge and capabilities
TS.2a: Accountability
TS.2d: Understanding how pupils learn and impacts for teaching
Issues assessing and planning for misconceptions in ASD learners
STAFF
Teachers
https://asatonline.org/treatment/procedures/Direct
SENCO
TA's
impact of TA's on SEN
attainment
How can mainstream teachers develop strategies of assessing misconceptions in ASD chn?
How big a factor is EAL in working with this child?
Achievement for All
Communities of Practice
Council For Disabled Children