Special Educational Needs


wheelchairs, before they even arrive. The new single assessment process and plan will tackle this issue and mean that parents don’t feel they have to push to get the services they are entitled to.”


Currently more than one in five children (21 per cent) in this country are identified as having SEN but only 2.7 per cent have statements.


Identifying a learning need


To help children that have a learning need, but not necessarily a special educational need, the government says that it will: extend the Achievement for All programme so personalised support is mainstream in all schools. “This programme has seen an increase in results and a decrease in pupils on the SEN register. We are inviting bids for an independent organisation to extend the programme across the country,” says the Government. The government will also facilitate the transition to the open market of Every Child a Reader, Every Child a Talker and Every Child Counts programmes to help those children struggling with early communication, reading and mathematics; introduce phonics-based training to support children who need additional help in reading; work with SEN specialists to develop the Reading Progress Check for six year olds to help identify children who require additional support; introduce a new performance table indicator to give parents clear information on the progress of the lowest attaining pupils; and direct funding to the most deprived pupils – a third of whom are currently identified as having SEN – through the Pupil Premium.


NASEN welcomes green paper


Lorraine Petersen OBE, Chief Executive of the National Association for Special Educational Needs (NASEN), said: “NASEN welcomes the green paper. There has long been a need for a more coherent joined-up approach to the assessment of children and young people identified as having SEN. The proposals for an Education, Health and Care Plan to replace the statement will ensure that all those providing services are involved from birth to 25 and commit to providing services in the plan.


“We are also pleased to see a clear emphasis on training and development for staff in schools – building on the schools white paper. We need our teachers to be well trained and confident to identify needs and barriers to learning and provide the right support early on.


“NASEN is delighted the green paper recognises the important role of the SEN coordinator and is pleased that support for training new SENCOs is continuing.”


The Department will work with the educational psychologist profession and local commissioners to review the future training arrangements for educational psychologists. While the review is being carried out, the Department is making provision for the current training arrangements to continue in order to secure a continuing flow of entrants to the profession. The final year of the current arrangements will be for those whose courses commence in September 2012.


Kate Fallon, General Secretary of the Association of Educational Psychologists stresses the importance of its work: “The role of educational psychologists extends beyond just direct working with children with special educational needs. We can also work with all the staff in schools, including senior managers, teachers and support staff; this can be hugely advantageous in making sure that children are being taught in ways that ensure their development and the best possible outcomes.”


Concerned that cuts might affect the provision of what she sees as a vital service, Kate adds: “The way in which educational psychology services are currently delivered is very likely to change. Although we haven’t seen any compulsory redundancies yet, local authorities are already consulting on significant cuts to their EP teams due to their own financial constraints, while the Government’s push for schools to take on academy status will also change who is commissioning and paying for educational psychology support. In the long-term, this could mean more EPs working in services which are independent of Local Authorities and being bought in by schools and local councils.


“These services are important in ensuring children’s development, including those with special needs. It is crucial that schools are looking ahead and are aware of these changes, so that they have continued access to educational psychology resources.”


Kate adds: “We have seen from the work done by the likes of Frank Field and Graham Allen that early intervention and preventative methods – principles central to the work of EPs - have a huge role in securing the best possible outcomes for young people.


“A very real concern is that financial cuts could put this at risk and severely limit the amount of preventative work that EPs are able to take on. We need to be careful to avoid any such situation, which would have a knock-on and negative effect on outcomes for children with special educational needs.”


May 2011


Principle Darren Jackson commented: “Understanding and support for young people with Special Education Needs (SEN) has certainly advanced in recent years. Now, the Government’s SEN and disability Green Paper is set to address some of the complexities in the SEN system. For the parents of a child with an Autistic Spectrum Disorder (ASD), the battle to secure funding and support can be trying and exhausting. Even after statutory primary and secondary education, securing funding for post-16 Further Education is another highly stressful hurdle for parents, compounded by the transition issues experienced by those on the autistic spectrum. The reality is that many students do not secure funding for the education setting of their choice. “Policy makers now need to ensure that beyond the Green Paper the process of securing funding and support is simplified with a national framework of special needs entitlement that ends the postcode lottery of current provision. Moreover, the Government’s commitment to fund a Further Education placement for a maximum of three years is not always realistic for SEN students who often require additional time to complete a programme of study. I would argue that more time should be afforded to the learner where additional support and guidance is required. ASD is a highly individual condition and there is no generic approach to support but with the right education programme at the right time students are able to make major improvements to their future prospects and quality of life. “Beechwood College is a leading Specialist Residential College for students over the age of 16 years with an ASD or Asperger’s Syndrome. We have seen some of our most vulnerable and complex students go on to achieve above and beyond expectations. This is the result of an integrated approach involving the active participation of education, clinical and residential teams and a 24- hour learning environment with personalised education programmes that develop formal education alongside life-long learning. “


www.education-today.co.uk 21 Boosting SEN teaching and learning


Brennan Peyton, General Manager of Panasonic System Networks Europe - Imaging Group said: “Using technology to help engage SEN pupils is of utmost importance. Teaching is increasingly about visual learning and interactivity, which is why touch screen technology has proven so popular in the classroom – and learning for those with special needs is no different. If learning becomes an experience, rather than merely a lecturing exercise, the pupils are more likely to show interest, retain information and ask questions. “Allowing SEN pupils to interact with technology shouldn’t be a hindrance or a challenge to their learning progression, it should be an opportunity. Interactive whiteboards are a great tool in the classroom but they need to be accessible to all. Features like adjustability for a wider range of needs, multi touch compatible capacitive touch sensitivity that can be used by up to three pupils simultaneously and rugged surfaces that resist damage from both impact and cleaning fluids are important. These are key to reducing total cost of ownership when investing in technology and to ensure that all pupils can benefit, irrespective of their individual needs.”


Beechwood College is one of the UK’s leading Specialist Residential Colleges of Further Education for students over the age of 16 who have an ASD or Asperger’s Syndrome. Based just outside Cardiff, the College prides itself on delivering 24-hour personalised education programmes to each of its students and creativity is a key component of the curriculum.


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