SEND

1
SEND Inclusion
2

• Introductions
• What is SEND
• Early identification and intervention
• Inclusion
• Inclusive teaching
• Inclusive planning

3
What is SEN?
A child is defined as having special educational
needs if he or she has a learning difficulty
which needs special teaching. A learning
difficulty means that the child has significantly
greater difficulty in learning than most children
of the same age. Or, it means a child has a
disability which needs different educational
facilities from those that schools generally
provide for children of the same age in the area.
4
What is Disability?

• A person has a disability if he or she has a
  physical or mental impairment that has a
  substantial and long-term effect on his or her
  ability to carry out normal day-to-day activities

5
Current Legislation

• SEN Code of Practice
• Disability Equality Act (DDA)
• Green paper Achievement for all
• Allen review changing a culture from late
  intervention to early intervention
• New summative assessment 24-36 months

6

• SEN and Disability Green Paper Proposes
• A new approach to identifying SEN in early years
  settings and schools to challenge a culture of
  low expectations for children with SEN and give
  them effective support to succeed.
• A new single Early Years setting and school-based
  category of SEN will build on the fundamental
  reforms to education which place sharper
  accountability on schools to make sure that every
  child fulfils his or her potential.
• Identifying childrens support needs early is
  vital if they are to thrive, and enables parents
  and professionals to put the right approach in
  place quickly. (Department for Education, 2011,
  Para 11)

7
The Green Paper Proposes
A new approach to identifying SEN
A system that supports better life outcomes for
young people
A single assessment process and Education,
Health and Care Plan
A local offer of all services available
A system that gives parents more confidence by
giving them control
Parents to have the option of a personal budget
by 2014
Giving parents a real choice of school
A system that transfers power to front-line
professionals and to local communities
Greater independence to the assessment of
children's needs
Schools and settings will have greater
accountability once they identify children with
SEN to ensure their potential is met. School
Action and School Action , changed to setting or
school SEN before statement.
8

• An estimated 20-30 of children and young people
  have additional needs at some point in their
  lives. This could be for a limited period, or on
  a longer-term basis. It is this group for whom
  targeted support within universal settings
  principally schools, childrens centres and
  primary health care will be most appropriate.
  Early identification, assessment of needs and
  intervention The Common Assessment Framework for
  children and young people, A guide for managers,
  CWDC, 2009
• The Ofsted review of Special Education Needs and
  Disability (2010) observed that, What
  consistently worked well was rigorous monitoring
  of the progress of individual children and young
  people, with quick intervention and thorough
  evaluation of its impact (p 6) It is the
  progress, or lack of it, being made by children
  that often signifies the existence of a problem.

9
Early Identification What alerts you to a child
with possible SEN?

• Behaviour
• Under achievement
• Low self esteem
• Medical needs
• Physical needs

10
Early Intervention What do you do about it?

• Further observation
• In class assessment
• Second opinion
• Consult with parents
• Develop an action plan differentiation,
  resources etc
• Review progress
• Further intervention IEP?
• Referral to specialist services

11
Narrowing the Gap

• Average
• Below average

12

• Early identification
• Some intervention

Satisfactory progress
13

• Early identification
• Appropriate interventions

Outstanding progress
14

• Late identification
• Inappropriate or little intervention

Unsatisfactory progress
15
SEN or Underachievement?

• Green paper too many children are put on
  registers.
• Have we identified the childs Barrier to
  learning?
• Are they really SEN?

Case Study Child profile
16
The Four Primary Areas of Need
17
Barriers to learning

• Too much focus on the learning and not on the
  Barrier to learning
• Intervention should be based on the barriers
• Curriculum should meet Literacy and Numeracy
  underachievement
• Action plans / IEPs to focus on Barrier to
  learning and /or Primary need

18
Early Identification and Intervention

• The PURPOSE is to identify as early as possible
• Children with Special Educational needs
• Children with disabilities
• Children with additional needs and those at risk
• The AIM of successful intervention is to improve
  outcomes for these children and, wherever
  appropriate achieve inclusion in mainstream
  provision and within their community.

19

• The Benefits of Early Identification and
  Intervention
• For the child
• Less likely to experience school failure
• Less need for specialist intervention in later
  years
• Promotes a can do attitude and significantly
  reduces the risk of low self esteem
• More likely to achieve age-related expectations.

20

• For the parents
• Helps parents to have a positive attitude and
  understand their child
• Provides them and their families with the
  appropriate levels of support
• Reduces the isolation that parents often feel
• Helps them manage and support the needs of their
  child more effectively and with confidence

21

• For the School or Setting
• Gives practitioners a greater understanding of
  the child
• Increases confidence in being to meet the
  childs needs more successfully
• Promotes multi-agency working
• Develops the practitioners skills and increases
  their knowledge of SEN
• Embeds inclusive practices

Learning and Training Consultancy www.
learningandtraining.co.uk
22

• Essential Factors for Successful Identification
• and Intervention
• Early medical screening
• A secure knowledge of child development in early
  years
• Teachers and practitioners have a sound knowledge
  of behaviours and difficulties that may indicate
  a need
• Knowledge of successful intervention strategies
• Agency working together to support the family,
  the child and the school or setting.
• Sharing of information to support transitions

23
Key Elements for Successful Intervention

• Knowing the childs strengths
• Having appropriate expectations
• Differentiation
• Appropriate curriculum tracking back
• Making reasonable adjustments
• Additional resources

24
The Graduated Response
Early concern
Early years/school action

• SEN are on a continuum. A child may move on to or
  back from one response to another dependent upon
• Progress over time
• Changing needs
• Outcomes of reviews

Early years/school action plus
Statutory assessment
Statement of Special Educational Need
25
Primary Needs?

• We must be
• Clear about our expectations
• Accurate about the need
• Knowledgeable
• Confident
• Willing to adapt
• Inclusive

26
15 minute tea/coffee break
27
Speech, Language and Communication

• Working in pairs discuss think of 5 strategies
  that your school already has in place to meet
  speech language and communication needs?

28
Poor communication skills impact on...
Mental health
Behaviour/vulnerability
Educational achievement
40 of 7 to 14 year olds referred to child
psychiatric services had a language impairment
that had never been suspected

• Vocabulary at 5 a powerful predictor of GCSE
  achievement

66 of 7-14 year olds with serious behaviour
problems have language impairment
Criminality
Disadvantage Cycle
Employability
Children from low income families lag behind high
income counterparts by sixteen months in
vocabulary at school entry
65 of young people in young offender
institutions have communication difficulties
47 of employers say they cant get recruits
with the communication skills they need
The Bercow Report A Review of Services for
Children and Young People (0-19) with Speech,
Language and Communication Needs, July 2008
Jean Gross
29
Vocabulary at age 5 has been found to be the
best predictor of whether children who
experienced social deprivation in childhood were
able to buck the trend and escape poverty in
later adult life.
Jean Gross
30
How many children have speech and language
difficulties?

• As many as half of all children are entering
  primary schools without the speech and language
  skills that they need to learn, make friends and
  achieve.
• One in ten children (or 1.2 million) has a
  communication disability in the UK.
• Thats almost three in every classroom.

31
WONT THEY JUST GROW OUT OF IT?

• Just over 50 resolve spontaneously
• ie. catch up with talking without specialist
  help
• - (that means almost 50 do not catch up)
• HOWEVER
• Multiple educational, emotional and social
  difficulties are found among late talkers, even
  if the delay resolves spontaneously (Law,
  2000)

32

• If children still have speech sound difficulties
  by the age of 6 they are 75 more likely to
  experience problems with reading and spelling.

33
What is already available in LAs to meet SLC
needs

• Speech and Language Therapy
• Specialist Teams
• Support from Inclusion and SEN Teams
• Accredited training in Speech and Language
• All schools and their staff within LA

34
L I STENING AND ATTENTION
WHAT TYPES OF DIFFICULTIES DO CHILDREN
EXPERIENCE?
Articulating Sounds
Selecting Sounds
Phonological Awareness
Speech sound difficulties
Concepts
Sequencing
Expressive language Difficulties
Receptive Language Difficulties
Word Finding
Vocabulary
Auditory Memory
Sentence structure
Pragmatic Difficulties
Using Grammar
Social skills
35
Speech Language communication difficulties
and other related areas of need

• Dyspraxia co-ordination of movement and / or
  speech organs
• Glue ear can cause chronic conductive hearing
  loss
• Autism triad of impairment
• Socialising
• Communicating
• imagination

36
Speech, Language Communication

• Children with speech, language communication
  difficulties will present themselves in different
  ways.
• In All cases
• We must reflect on our practice and be willing to
  adapt routines, activities and resources

37
The child with speech difficulties may

• Be reluctant to use speech at all
• Not developing words at an early stage
• Be quiet and withdrawn
• Be a good communicator regardless of the clarity
• Show frustration or aggression
• Be difficult to assess
• Have attention difficulties

38
Strategies

• Gently encourage the child to communicate with
  you, dont always expect him to
• Offer him opportunities to make choices through
  visual resources.
• Help the child to successfully communicate with
  other children
• Dont ask him to repeat himself too many times
• Always value the contribution a child makes even
  though it may be unintelligible.
• Model correct speech.
• This is a specialised area that a SLT should
  address

39
The child with Language delay or disorder may

• be quiet and withdrawn
• play in isolation
• watch other children and copy what they do.
• not follow instructions correctly
• have difficulty in learning new skills
• present difficult behaviour
• have very limited concentration
• avoid things like story time, singing or group
  activities

40
Strategies

• always gain eye contact before speaking
• keep language as simple as possible
• give instructions one at a time
• use facial expressions and gestures to help
  convey meaning
• Try to get your message across every time
• use visual resources as often as possible
• Look at some resources

41

• Sign post pages from Square Peg in a Round Hole
• Resources
• Activity Barrier Game

42

• Autism
• Children diagnosed with Autism are often
  described as being on the autistic spectrum.
  The term Autistic Spectrum Disorder (ASD) is used
  to refer to children diagnosed with Autism and
  Aspergers syndrome.
• Children with ASD experience a triad of
  impairment
• Social communication
• Social interaction
• Social imagination

43
A pupil with Aspergers may

• Use very formal language
• Take things literally
• Be unable to initiate conversation
• Talk at length about their own interests
• Not understand rules of normal conversation e.g.
  listening, reflecting, turn taking
• Say exactly what they mean
• Have very poor social interaction
• Have obsessions and rely on routines

44
Strategies

• Give short, clear and precise instructions
• Prepare pupil for change well in advance
• Ensure a structured timetable and daily plan
• Use visual prompts
• Apply rules consistently
• Give specific praise
• Use stories to teach social skills
• Make other pupils aware of the characteristics of
  Aspergers
• Provide opportunities for supported social
  situations

45
A pupil with Autism (ASD) may

• Have poor social interaction may seem isolated
  or aloof
• Have limited social communication skills
• Have problems with interpersonal play and
  imagination
• Not respond as other pupils do
• Have obsessions
• Need to stick to routine
• Present behavioural difficulties

46
Strategies

• Be calm and consistent
• Use visual prompts at all times
• Provide routines and structure
• Give advance warning of change
• Help the pupil to communicate
• Plan activities to reduce anxiety

47

• Early signs of a general or specific learning
  difficulty.
• Identification indicators
• Slow to acquire new skills and concepts
• Poor listening and concentration skills
• Poor short term memory
• Delayed and/or immature language
• Need for instructions to be repeated frequently

48

• Specific Learning Difficulties
• The term Specific Learning Difficulties (SpLD) is
  frequently used within the education community to
  describe children who mainly have a difficulty
  WITH READING, SPELLING, WRITING AND MATHEMATICS,
  although it is now widely accepted that a number
  of other areas, including memory, organisation
  and concentration, can be affected.

49

• Dyslexia, rather than the term Specific Learning
  Difficulties (SpLD), is now being used
  consistently in current government documentation
  to describe a specific difficulty in learning to
  read.
• Dyscalculia, rather than the term Specific
  Learning Difficulties (SpLD), is used to describe
  a specific difficulty with numbers and
  arithmetic. Dyscalculia was formally recognised
  as a specific learning disability by the DfES in
  2001.

50

• Dyscalculia and Dyslexia occur both independently
  of each other and together. The strategies for
  dealing with dyscalculia will be fundamentally
  the same whether or not the learner is also
  dyslexic. Difficulty in decoding written words
  can transfer across into a difficulty in decoding
  mathematical notation and symbols. For some
  dyslexic pupils, however, difficulty with
  mathematics may in fact stem from problems with
  the language surrounding mathematical questions
  rather than with number concepts, e.g. their
  dyslexia may cause them to misunderstand the
  wording of a question.

51

• A child with Dyslexia may present as
• Having difficulty remembering what is heard in
  sequence
• Not being able to identify sounds e.g. rhymes,
  syllables or similar sounds
• Having a slow reading speed and understanding
• Having poor concentration and/or coordination
• Having difficulty in ordering letters, days,
  months.

52

• Counting particularly in 2s and 3s
• Calculations.
• Numbers with zeros difficult to grasp that the
  word ten has the same relationship to the numeral
  10.
• Measures- money, telling time
• Direction/orientation spatial orientation
  (including left and right

53
Strategies

• Encourage effort
• Differentiate activities or amend worksheets
• Provide key words, number lines
• Act as a scribe
• Encourage self correction
• Pre teach
• Practice memory games
• Encourage use of word processor / Dictaphone,
  calculator

54
Developmental Co-ordination Difficulties

• Some childrens co-ordination difficulties may be
  developmental and they may grow out of it
• Some children with DCD may at a later date be
  given a diagnosis of Dyspraxia. This is unlikely
  in pre-school years.
• Greek Meaning DYS Faulty
• PRAXIA Movement

55
What is DCD / Dyspraxia

• Immaturity in the way the brain processes
  information which results in messages not being
  properly or fully transmitted
• Performance in daily activities that require
  motor coordination is substantially below that
  expected given the persons chronological age and
  measured intelligence
• Significantly interferes with academic
  achievement
• It is not due to a general medical condition e.g.
  Cerebral Palsy.

56
DCD / Dyspraxia

• Affects between 2 10 of the population
• Boys are 4 times more likely to be affected than
  girls
• Very early signs irritability at birth, poor
  feeding, poor sleeping,
• Slow to achieve milestones
• Crawling
• Walking
• Hopping, jumping
• Sitting
• Walking up and down stairs

57
A more detailed look

• Perception - judging position and distance of
  ourselves in relation of other people and objects
• Ocular Motor Control visual tracking, left to
  right
• Orientation e.g reversal of letters
• Figure Ground Differentiation difficulty in
  identifying the small from the large .e.g.
  picking out one animal from a tray of assorted
  animals

58

• Vestibular system in the inner ear detects the
  movements of the head. It works with the visual
  system to help us detect speed of movement,
  helping us to stay upright against gravity and to
  keep our balance
• Proprioception messages from our muscles and
  joints tell us where our limbs and other body
  parts are. Children with poor Proprioception need
  to get feedback to confirm where there body parts
  are.

59

• Muscle Tone - postural stability. Floppy / bendy
• Laterality left / right confusion, direction,
  strength
• Bilateral Integration- using right and left limbs
  in combination or opposition
• Motor planning difficulty in carrying out
  activities or instructions. Not able to
  generalise or memorise movements eg riding a
  bike

60
Pre requisites for school

• Sit still
• Pay attention
• Use a pencil
• Visually track along a page
• Organise emotions and behaviour
• Make decisions
• Develop capacity for abstract thought and
  reasoning
• ALL OF THESE ACTIVITIES ARE DEPENDENT ON WELL
  DEVELOPED COORDINATION
• (Adapted from Irving,S et al 2005)

61
Doubly Disadvantaged

• Significant risk of becoming socially excluded in
  later life
• Study by Ramussen (2000)
• Followed a number of 7 year old children with
  DCD and found that by the age of 22 years of age
  80 were either
• Unemployed, broken the law, alcohol/drug
  misusers or had mental health difficulties
• In comparison, only 13 of children without DCD
  were affected

62
A child with DCD/ Dyspraxia may

• be having difficulty with fine or gross motor
  skills,
• find it difficult to sit still at group times
• appear forgetful, look lost or confused
• be unable to dress / undress
• avoid certain activities involving fine or gross
  motor skills
• be the child who is not chosen by other children
  to play
• look unhappy
• be clumsy
• find it hard to make choices or organise
  themselves
• present behavioural difficulties

63
Strategies

• Always allow TIME
• For fine motor skills accept BIG but gradually
  work towards small
• For gross motor skills start low and aim HIGH
• Break down skills into tiny steps
• Offer lots of opportunities to practice and
  develop skills
• Praise every step of success
• Differentiate activities
• Provide a range of writing implements
• Older pupils may need specific writing aids e.g
  raised writing surface and easy grip pens

64
Emotional Health and Well being

• Self Esteem
• Success or failure?
• Contribution
• Emotional Literacy

65
Intervention strategies

• Differentiate tasks
• Break tasks down into small steps with clear and
  repeated instructions
• Offer opportunities for over learning new
  skills
• Use of visual timetables.
• Keep expectations realistic but challenging.

66
AD(H)D

• AD(H)D is a common behavioural disorder that
  affects an estimated 8 - 10 of school age
  children. Boys are about three times more likely
  than girls to be diagnosed with it.
• Children with AD(H)D act impulsively,are
  restless and lack focus which impairs their
  ability to learn properly

67
A pupil with ADHD may

• Be inattentive, easily distracted
• Be forgetful and disorganised
• Be restless, fidgety and always on the go
• Be impulsive interrupt, talk out of turn or be
  unable to wait
• Find it difficult to manage their own behaviour
• Be unaware of danger

68
Strategies

• Plan ahead anticipate
• Define expectations
• Give clear, simple instructions
• Reward specific (good) behaviour
• Give immediate sanctions for poor behaviour
• Be consistent and calm
• Encourage and give meaningful praise

69
Inclusion

• Every child has a fundamental right to
  education and must be given the opportunity to
  achieve and maintain acceptable levels of
  learning and Every child has unique
  characteristics, interests, abilities and
  learning needs.
• Salamanca statement Unesco 1994

70
Activity

• Discuss inclusion in your school.
• Consider strategies, attitudes, barriers and
  resources

71

• What qualities do you need to be an Inclusive
  teacher?
• (Discuss)

72
Planning for Inclusion

• The Equality Act sets out a duty not to treat a
  disabled child less favourably than someone
  else for a reason related to their disability.
• The Equality act requires schools and settings to
  make reasonable adjustments for children with
  disabilities.

73
What are reasonable adjustments in childrens
services?

• The Equality Act states that all service
  providers and schools must take reasonable steps
  to
• Change practice, policy and procedures which make
  it difficult for disabled people to use a service
• Provide auxiliary aids or services to make it
  possible for disabled people to use a service
• Overcome physical features where reasonably
  possible
• This is an anticipatory duty

74
Duty to Plan

• Schools will have a duty to plan how they
• will
• Improve access to the curriculum
• Improve access to the physical environment
• Provide information in a variety of formats

75
OFSTED

• Pupil progress. (2 levels )
• Case study
• Interventions
• Teaching and learning

76
15 minute tea/coffee break
77
Inclusive practice

• Communication
• Consider
• EAL
• Speech and Language difficulties
• Hearing impairment
• ASD
• AD(H)D

78
Resources

• Differentiated equipment
• Stage not age appropriate
• Visual resources
• Standard

79
Expectations

• Challenging
• Appropriate
• Explained and agreed
• Consistent

80
Action Plans

• a tool to document your earliest intervention
  plans
• does not have to include a specific target,
  though it should have an identified area of
  focus.
• can be used for children at early concern
• should be largely strategy based and not target
  based at this stage.
• should be shared with parents.

81
IEPs

• An individual tool we work with in order to meet
  the specific primary needs of individual children
• Written by class teachers
• A plan that should address the Barriers to
  learning
• A document which is shared, understood and used
  by all concerned.
• Should NOT have curriculum targets