Please enable JavaScript.
Coggle requires JavaScript to display documents.
STUDY TOPIC 14 - Coggle Diagram
STUDY TOPIC 14
'Special educational needs': definitions and context
special educational needs legislation
SEN started being used in 1978 after Warnock report
also set out template for provison
broaden idea of SEN to any child in need of 'additional help, wheerever it is provided and whether on a full- or part-time basis,... to overcome educational difficulties, however they are caused'
Committee of Enquiry into the Education of Handicapped
Children and Young People, 1978, p. 46
governements taken lead in direction of providing additional support
defining SEN
SEND used across england by interpretaions vary
lack of consisttence of identification of SEND
CYP with similar needs not treated equibably and appropriatley (Ofstead,2010)
over-identifiaction doesnt enhance support learning and distraction from improvements in teaching provision required
(DfE, 2011b)
those who are SEN may have disability under Equality Act 2010 '... a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities’
(DfE, 2014a, p. 5)
SEN and Disability Code of Practice 2015
(DfE,2015,pp.15-16)
has SEN if learning difficulty or disability where need sepcial educational provison
greater difficulty learning than majority of their age
has disabilty hinder from use of facilities
produced contridictions and mistakes in judgements
Responding to special educational needs
assessing SEN
if children dont make progress and continue to need support they may get an EHCP
Providing support: plans for individual children
providing support the role of the SENCO
a senco's responsibilitys
overseeing SEN policy
provision for SEN children
liasing with teachers
advising on approach to providing SEN support
advising on budgets
liasing with parent of SEN
liasing with other bodies eg, psychologists etc
key point of contact
working with head and govenors to ensure school meets responsibilitys under equality act
keeping record of all pupils with SEN
senso need to be sensitive to the pressure that inclusion has on teachers
Approaches to meeting individual needs
tutt(20160
inclusion should be seen as prossess where children included in education in preperation for life
‘equality is not about giving everyone the same experiences, but about recognising that, while everyone is different they should be equally valued and educated in an environment where they feel they belong’
taking another perspective
focusing on what is wrong with a children often focuses on what is differetn with the children and a negative way of helping, this way of thinking is called the 'medical model'
many policies and legislation take this view
difficulties and the social context
another way of thinking is to examine the whole contect in which learning takes place, seeing environment as facilitator or barreit to learning.
suggesting behaviours or difficulties arise due to environmental factors, resoursces, teaching approaches and activities
known as social model
inwhich social context causes problems not characteristics themselves
language, attitudes and barriers
focusing on social context means thinking bneyond individual and behaviour
the language we use to talk about and fram thinking
why advocators of social model redine language
distiction between impairment and diability
impairment characteristic 'within an indiividual'
disability is 'disadvantage or restriction of activity caused by the systems and practices in society, which excludes people who have impairments(
Mason, 2008, p. 60)
result of social arrangemnets and structures
persons impairment can restrict ones activitys and make life difficult (Morris,1991)
changing terminology
happens every few years, can be used as insults
the power of labelling
being labelled 'as having a special educational need' means far more likeley to recieve help in class
sometimes (from medical model approac) a label or diagnosis is often key approach to accessing more reosurces
labels can help as being positive for individual identity
many think label open offer to window of understanding
gives us access to support others with same labels
supporting learning in school
key ways to adapt and change to help childs learning
school building
childrens prefernces
assessment
number of staff
supporting learning for all children
vygotskys ideas- role of adults in helping with learning
children learn more specific skills with individual who is more competent in those areas
scaffolding- jerome bruner
building on previous knowledge and social interaction to underpin supporting learning of all
children build on previous knowledge, way explore ideas and develop skills relevant to individual
children learn through social interactions with peers and adults
so adults needs to provide opportunities to explore together
understand individuals have wide variety of different learning strengths
Lewis and Norwich (2001) suggest that children should be given
more time to solve problems
more chances to practise their skills
more examples to learn from
more experience of using knowledge and skills in different situations
more strategies to help learn information and skills
more preparation for the next stage of their learning
more frequent assessment of what is and what isn’t being learnt and why.