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Inclusion Outreach Teacher

Ramona Neeves

Email: inclusion@jacktizard.lbhf.sch.uk

Background

The policy of inclusion at national and local levels, the effect of greater parental choice combined with the Disability Discrimination Act and the new Code of Practice have resulted in a significant increase in the number of pupils with special educational needs now able to access mainstream provision.

The project supports the LEA 's policy statement, Provision for Pupils with Special Educational Needs (Appendix 1) that emphasises " the importance of developing the confidence of teachers, parents and children." It also stresses the importance of collaboration between mainstream and special needs provision. Active collaboration among professionals is critical to the success of any inclusive programme and a collaborative team approach enables groups of professionals from multiple disciplines to provide solutions.

There are many positive aspects to this trend, however inclusion is more than just integration or young people being taught together in mainstream classrooms. For inclusion to take place successfully attitudes must be positive and appropriate resources, training and support must be easily accessible. Staff, parents and children need to be confident that inclusion presents benefits and that a suitable range of flexible responses is available to meet individual needs and to accommodate diversity.

The schools that are involved with inclusion do not always have the resources they need to provide full and effective access to the curriculum at a level appropriate for those with SLD/PMLD. Inclusion requires both the extended application of existing skills and the development of new ones. All staff will need to be supported through this process, and to be provided with a range of advice and resources.

Each school has its own history and culture, thus there will be different ways of achieving effective inclusion. It is therefore important that participants in any inclusion programme locally identify professional development needs ongoing support can be available through peer coaching, on-site mentoring, and linkage with other schools.

Meeting SEN: A Programme For Action’

states that Special Schools will need:

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To be confident, outward-looking centres of excellence.

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To work actively with mainstream schools to plan support for children who could benefit from mainstream setting.

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To act as a source of expertise, advice and professional development for mainstream colleagues.

Staff at Jack Tizard have expertise in a number of specialist areas, including:

Assessment, Recording and Reporting

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Assessing, recording, and reporting the work of pupils with severe/complex learning difficulties.

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Assessing the priority areas of need for each child, both as an individual and as a member of a group.

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Writing Annual Reviews.

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Developing Individual Education Plans.

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Setting learning objectives that meet the needs of developmentally young children.

Curriculum

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The development of a communication-based /sensory curriculum that is appropriate in content and structure for pupils with severe/complex learning difficulties

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Establishing curriculum differentiation to support access for pupils with severe/complex learning difficulties

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The development of early communication.

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Structuring access to both the Foundation Curriculum and the National Curriculum at levels appropriate to individual pupils.

In addition staff can offer experience in:

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Identifying strategies and techniques to assist with management of challenging behaviour.

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The development of independence in all self-help skills.

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Arranging the classroom environment.

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Assessing attention levels and implementing strategies and specific approaches to increase attention span.

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Sessions that might be of interest to teachers and LSAs in other schools. E.g. Literacy multi sensory/tactile story sessions; Numeracy similar sessions.

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Assessing the priority areas of need for each child both as an individual and as a member of a group

A programme of support can be drawn up that will:

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establish regular opportunities for personnel to share expertise about meeting the needs of pupils with disabilities.

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assist staff in mainstream settings to understand the learning needs and characteristics of their pupils with SLD/PMLD.

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determine and compare identified learning needs to see if:

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individual learning programmes are being effectively addressed.

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teaching materials, environmental arrangements, timetabling of activities, classroom routines, content, approaches, or settings require modification.

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provide ongoing support for the implementation of new practices.

To provide shared placements for pupils with mainstream schools.