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How England has catered for the individual needs of students

•Inclusion is a shift of thinking NOT just a small amendment

•Inclusion is more an ‘approach’ to school management and the classroom – a paradigm shift

•This isn’t just about the school but about the whole system of education and welfare

•It is not a moral imposition but an educational concept

•Inclusion Expert Awards

•It is about the individual – for example the bike

•Multi-agency approach – for example Girl with

•Community approach – support services from early years and Educational welfare officer

IntroductionA Matter of Approach

1. Process of change

2. What has worked – 4 ideas + examples

3. What hasn’t - 4 ideas + examples

4. Something about what I’m doing

CONTENTS

1. Process of Change

• Lots of Players: Charities, Politicians, Agencies and Educators

• Warnock report changed everything

• How do you know if something works?

• Everyone pulls in different directions campaigning for their own

X

CONTENTS

Inclusion - ‘students who don’t fit in’ LAC – Looked After Children

SEN – Special Educational Needs

SEBD – Social, Emotional, Behavioural Difficulties

LGBT – Lesbian, Gay, Bisexual and Transgender

EAL – English as an Additional Language

EMA – Ethnic Minority Attainment

G&T – Gifted and Talented

FSM – Free School Meals

•How do you narrow the gap in attainment and progress?•1/3 of students fit into these categories•They will potentially cost society the most amount of money•They will potentially be the greatest benefit to society as well

2. What has worked – 4 ideas + examples

• Child• Parent• Teacher• School

3.

CONTENTS

SCHOOL

PARENTS

GOVERNMENT

TEACHER

SOCIAL CARE

GOVERNOR

HEALTH

INVOLVING SOCIETY

4 Views of Success

• Child – recognition, understanding and empathy of needs VIA assessment, media and law

– I feel my needs are recognised and I’m not alone, i feel equal and like i belong

• Parent – Financial, Legal, structural, social and care– My child’s needs can be met and I have support services for myself as

well

• Teacher – Facilitating, differentiation, student centred, – I teach classes where all students have their own needs and when I meet

those needs through effective differentiation my classes go really well, there are no behaviour difficulties and really enjoy teaching

• School – Inclusive of all students regardless of backgrounds,

– We feel like a whole community

3. What hasn’t - 4 ideas + examples

GovernorCommunity

•Specialist•Assistant•Teacher

Social CareAll Services

HealthAll Aspects

DevolvedGovernment

Family

CHILD

NEXT STEP:INVOLVE SOCIETY WELL

time

timedifferentiationtrainin

gParents

Policy and Legal

Whole School Systems

4 Views of Failure

• Child – Labelling– My name is X and I am autistic...

• Parent – It continues to be a fight– My child’s needs can be met but only if I threaten legal action and

fight to beat the system

• Teacher – lack of training and support, – I teach classes where out of 30 students, 25 speak another

language other than English and 10 have Special needs of some sort. I am not trained to deal with this level of difficulty.

• School – the judgment is too harsh and ever present – We like have to put the regulations before the best needs of the

child

The Special Educational Needs Coordinator

What is Effective Training?

My work