Can we make the special ordinary? Personalising the education of pupils with SEN - PowerPoint PPT Presentation

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Can we make the special ordinary? Personalising the education of pupils with SEN

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Title: Mothers beliefs Author: IOE Last modified by: Nick Peacey Created Date: 7/23/2004 7:00:04 PM Document presentation format: On-screen Show Other titles – PowerPoint PPT presentation

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Title: Can we make the special ordinary? Personalising the education of pupils with SEN


1
Can we make the special ordinary? Personalising
the education of pupils with SEN. and everyone
elseNick Peacey
2
What is personalisation?
  • The key to tackling the persistent achievement
    gaps between different social and ethnic groups.
  • It means a tailored education for every child and
    young person, that gives them strength in the
    basics, stretches their aspirations, and builds
    their life chances. (Department for Education
    and Skills, London, 2005).

3
What is personalisation?
  • Personalisation implies that schools should have
    systems in which the needs of all pupils are
    understood and their learning planned accordingly
  • It does not mean that every child needs an
    individualised curriculum, but rather that
    schools need to cater for the range of aptitudes,
    interests and abilities of all their pupils

4
We have set up our systems as if pupils with SEN
need
  • special
  • pedagogies
  • curricula
  • groups
  • plans (IEPs)
  • Do they?

5
Does the pupil with SEN need a special pedagogy?
  • Most of what is seen as special pedagogy is
  • -the provision of some sort of support or
    assistive technology
  • -emphasised or intensified ordinary good
    teaching
  • Davis Florian 2004, Norwich and Lewis 2007

6
Does the special needs pupil need a special
pedagogy?
  • Norwich and Lewis (2007) report that only pupils
    with autism spectrum condition and ADHD were seen
    as requiring a pedagogy that is specific to their
    group needs
  • the more important agenda is how to develop a
    pedagogy that is inclusive to all learners
  • Davis and Florian 2004

7
Does the pupil with SEN need a special curriculum?
  • Often such curricula are seen as inferior
  • Is it not better to work for a flexible
    curriculum designed to value many areas and
    forms of learning?
  • Then we can mould the curriculum to meet all
    learners needs.

8
Does the pupil with SENneed a special group?
  • Let me get this straight we are going to catch
    up with the rest of the class by going slower
    than everyone else.
  • Bart Simpson

9
Pupil grouping
  • Effective teachers seem to use a mixed economy
  • Low ability groups are unlikely to be successful
    as there is nowhere for new ideas to come from.
    http//creict.homerton.cam.ac.uk/spring/research.h
    tm

10
Another form of special group? What does research
tell us about teaching assistants?
  • Other adults like having them around
  • Pupils sometimes like having them around
  • Pupils with them attain less well than similar
    pupils without them(eg Ofsted 2006)

11
Does the pupil with SEN need a special plan?
  • Often the special plan (individual education
    plan) ends up on a shelf
  • Many teachers never use them to plan

12
Does the pupil with SEN need a special plan?
  • Some schools have individual target and review
    systems for all pupils so special individual
    plans are not needed

13
How can we take personalisation forward? We
can learn lessons for all from
  • our knowledge of communication difficulties
  • improving environments for pupils with SEN
  • specialist teachers, psychologists,therapists
  • pupils with SEN and/or disabilities

14
A diversion- it is worth getting communication
right
  • 50-70 of all pupils identified as having social,
    emotional and behavioural difficulties have
    identifiable (but not always identified) speech,
    language and communication impairments (eg.Benner
    2002)

15
A dynamic process the incorporation of
strategies and approaches
  • A strategy or approach starts by being used with
    a few
  • It is adopted more widely
  • It is recognised as useful for all

16
Lessons from advice on SEN
  • How often do we ask educational psychologists,
    therapists and specialist support staff to advise
    on individuals in schools?
  • How often do we take their advice-and they can be
    rare and expensive resources- and use it to
    improve learning for all?

17
Visual timetables
  • Visual timetables are often advised for pupils
    with autism
  • In fact, they benefit all pupils

18
Symbols are recommended for pupils with
communication difficulties
  • Why not use them to support learning for all?

19
Tema 4 Los nutrientes del bosque http//www.ioe.a
c.uk/nof/tfi/rainforest
20
Classrooms for communication
  • We know from research that teachers still talk
    through 60-75 of most lessons
  • Classrooms need to be good listening spaces
  • Research has demonstrated how poor acoustics
    damages the attainment of all, particularly
    pupils with SEN (Shield and Dockrell 2002)
  • English building regulations for schools have
    been tightened - all new classrooms should have
    good acoustics and all will benefit

21
Lessons from pupils with disabilities
  • Eleni Burgess, 14 year old wheelchair user,
    surveyed another 80 wheelchair users just leaving
    the English education system
  • She produced a booklet of ideas which has been
    used all over England 1000 copies were sold
    within a week of publication

22
Do ideas of special needs prevent us seeing
other student characteristics, such as pupils
philosophies of learning?
  • Carol Dweck studied why some girls who succeeded
    in primary school failed in secondary school.
  • She found that those who succeeded in both
    phases believed if they tried hard enough they
    could learn
  • But girls who succeeded in primary but failed in
    secondary attributed any success to being
    clever, not hard work.
  • So when they failed, they decided they were not
    clever. They also had a reason for failure
    learning success was not in their nature!
  • Do we discuss these things with pupils?

23
Some conclusions
  • Much that we have thought special for the few
    will benefit many
  • Minorities benefit from most things that benefit
    everyone else

24
  • Personalisation is a challenge to the temptation
    to put pupils in separate boxes
  • We do not like adults being segregated in our
    societies
  • In our schools, by working towards
    personalisation, we take de-segregation-inclusion-
    forward
  • It will not be easy, but the benefits for all
    will be great
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