NQTS


Teaching those with SEN I


N THE average classroom of 30 pupils, around three will have some form of learning difficulty or challenge, which can make it hard for them to attend school and access the curriculum. These problems might range from a physical disability to a specific learning


need such as dyslexia, or emotional and behaviour problems, such as autism. The policy of inclusion promoted by the last government has resulted in the closure of many special schools and pupils with SEN being integrated into the mainstream. More than eight out of 10 young people with Down’s syndrome, for example, are now educated with


pupils in mainstream schools. For NQTs working in secondary schools this can


pose a big challenge. With the best will in the world, few teacher training institutions will have had enough time to prepare new teachers adequately or to a level of expertise that would meet each of those special needs. For most teachers – even those who are experienced,


with many years in the profession – teaching pupils with special needs will be a case of learning on the job, ensuring they access CPD or relying to a large extent on the knowledge and support of learning support assistants who may have the appropriate experience and expertise. Alison Winson, acting head of secondary, and course


leader for secondary PGCE at Worcester University, said one of the first tasks for a new teacher was to read and familiarise themselves with the school’s policies on special needs so they are clear about the procedures. “It’s very important to have a look at the school’s


SEN register and find out which of the pupils in your classes are named there, and which have statements of special needs,” she said. “This kind of information will be invaluable to the


way you plan and deliver your lessons to ensure every pupil can access the curriculum, and will help you to understand why some pupils display certain behaviours or have difficulty in some areas. “This data should also advise you on what additional


assistance, if any, pupils should be getting from learning support assistants or the school SENCO.” Getting to know the school’s SENCO early on


and establishing a good working relationship with that person, is also vital. These colleagues are really your school’s chief experts in special needs and are always on hand to offer help, advice and support. They will know what strategies you need to employ


with different children, and formulate the school’s policy on special needs. They are also instrumental in deciding the priorities for how funding is spent for this purpose and are in effect, the ‘champion’ for special needs in the school.


SecEd • June 24 2010 Do not be shy about going to them and asking for


help. That is what they are there for and schools rely heavily on their expertise. The use of learning assistants is also crucial.


Depending on the size of your school and the overall nature of the pupil intake, there may be any number of classroom assistants working with staff on supporting individuals, or groups of pupils, to access the curriculum and consolidate learning. “Learning support assistants often have specialist


knowledge of specific special needs that classroom teachers don’t have because they will have been on courses aimed particularly at helping them to support individual children as the need has arisen,” Ms Winson said. “They will know the best strategies to use and will also have an excellent knowledge of individual pupils and how best they can be engaged.” This can be particularly important with children who have emotional and behaviour problems, where there is a risk of disruption to the whole class. “Make sure you use classroom assistants to their


experienced, with many years in the profession – teaching pupils with special needs will be a case of learning on the job


‘


maximum effect. This will mean giving them your lesson plans in plenty of time so they can see what you are intending to cover and so they can consider how they will integrate SEN pupils to actively participate in the lesson. “It’s also important to speak to them regularly


after lessons, to find out how it went and if they think anything could have been done differently. “Schools are having to be increasingly creative


about how they use teaching assistants, and their role is absolutely crucial in the inclusion process in mainstream schools. As a classroom teacher, it is important to find out what additional skills and interests your classroom assistant has that could also assist the way they do their job and engage pupils.” There will be times, however, when the input of the


class teacher will be more important than the learning support assistant, whose main role is to consolidate learning. You should not expect to be able to pass the special needs child to the learning support assistant all the time.


strategies to share with you,” Ms Winson added. “No-one is going to see this as a sign of weakness.” Accessing training courses and workshops will be


crucial to your development as a teacher as time goes on, and it is certainly worth taking opportunities that are offered where the enhancement of your special needs skills are concerned. While teacher training institutions may not always


’


have much time to cover special needs with their students, many do offer occasional teacher conferences, workshops and training on special needs. So it is worth contacting your closest training institutions to find out what is available. These events also offer opportunities for meeting and talking to staff from other schools and sharing experiences and strategies. There are also resources available for teachers to


develop and enhance their knowledge of special needs, which can be accessed online or in the form of toolkits. Linda Wheeler, for example, has spent the past six years developing a toolkit for teachers on Attention


Another group of people it is important to liaise with


are those who know the children and young people best – their parents. Regular conversations can reveal much about how their lives outside school can affect what happens within it. Teachers should ask to be kept informed of any challenging or difficult behaviour as well as where progress has been made so that the child’s needs can be clearly understood by the staff at the school and work adapted accordingly. Parents should also be involved in any discussions


about learning problems, so that they know what is planned for their child in school and are aware of what they can do at home to enhance learning or good behaviour. Crucially, no teacher should be afraid to ask for


help if struggling to cope with an SEN child, and this is doubly true for new and inexperienced teachers. “No-one will ever expect you to know about every special need but it can help to share your experience and concerns with colleagues, who may have some insights into individual pupils and effective classroom


For most teachers – even those who are


Deficit and Hyperactivity Disorder (ADHD). A former primary school teacher, and now an independent consultant and part-time lecturer, she has put together a number of tried and tested strategies to help teachers working across the age ranges who have children with ADHD in their classes. As well as the toolkit, she offers INSET training to groups of teachers in schools. It is estimated that up to five per cent of children in


the UK have some form of the condition, so there is a good chance you will encounter one in your class at some point. Dr Wheeler said: “There is likely to be at least one


student in any mainstream class with ADHD, which affects pupils’ learning, concentration, behaviour and social relationships. “In order to offer effective support and maximise


the learning potential of all students in a classroom, teachers will need to understand the different needs of all children, but perhaps especially those with ADHD.” The toolkit includes an introduction to the condition,


real-life experience, and research findings of teachers who have taught pupils with ADHD, and highlights the importance of considering the home situation and the involvement of parents in the education process. “ADHD is a huge barrier to learning for many


children. But it doesn’t have to be. With the right help and support, children with ADHD can achieve just as well as others,” Dr Wheeler added. The previous government, through National


Strategies, put in place the Inclusion Development Programme, a series of online resources aimed at training teachers to include pupils with a variety of special needs. The future of the programme under the new


administration is unclear, but for the time being at least, it remains available. The programme, which was launched in 2007, kicked off with resources relating to speech, language and communication difficulties and dyslexia, and now also includes the autistic spectrum. Teachers can use the web-based resources individually or as part of a whole-school approach. Remember, teaching children with special needs


may be challenging but it can also be hugely rewarding. Crucially, it offers opportunities for new teachers to “think outside the box” and be creative in developing strategies and differentiation for the rich diversity of pupils in their classrooms.


SecEd Further information


For more about the Inclusion Development Programme, go to http://nationalstrategies.standards.dcsf.gov.uk/ node/116691 For more on Linda Wheeler’s ADHD Toolkit,


including inset training, contact Linda.Wheeler50@ hotmail.com


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