Session 4 - February 9th 2012 - PowerPoint PPT Presentation


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Session 4 - February 9th 2012


Session 4 - February 9th 2012 Additional Learning needs – PowerPoint PPT presentation

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Title: Session 4 - February 9th 2012

  • Session 4 - February 9th 2012
  • Additional Learning needs

Aims of the Session
  • Definitions ALN and SEN
  • Overview of key legislative documents
  • Government Strategy
  • Discussion - how does collaboration /
    documentation fit together
  • Look at Inclusion
  • Statutory Assessment

  • It is of fundamental importance that the life
    and future development of each child is given
    equal importance. Every child needs to be
    nurtured and protected from harm.
  • Schools and early years settings play a key role
    in early identification, intervention and support
    of children at risk of significant harm or who
    have additional needs 68 of children aged 4 and
    over who subsequently died or experienced
    significant harm and been showing signs of poor
    school attendance.

  • Additional Needs
  • Term often used instead of Special Educational
    Needs - usually that child has needs that are
    additional to or different from those of
    their peers.

Pupils may require additional learning support if
  • they have special educational needs
  • they have a disability
  • they have medical needs
  • they have gaps in their knowledge or skills due
    to prolonged absences from the education system
    e.g. school refusers, school phobics or young
  • they have difficult family circumstances e.g. due
    to bereavement
  • they access education inconsistently e.g. Gypsy
    and traveller pupils

  • their first language is not English or Welsh e.g.
    asylum seekers/ refugees/children of migrant
  • they are looked after by the local authority e.g.
    a child whose schooling was disrupted before
    being taken into care or has had frequent changes
    of school since taken into care
  • they are underachieving due to care
    responsibilities e.g. young carers or
  • they are pregnant or a young parent
  • they are being bullied by their peers or other
    persons, due to their sexual orientation e.g.
    lesbian, gay, bisexual and transgender pupils or
  • they are pupils who perform or who have

  • SEN is a sub category of ALN and is used for
    those learners who find learning more difficult
    that the majority of their age(Education Act
  • Under Education Act of 1996 and SEN Code of
    Practice for Wales (2002) a child has a learning
    difficulty if
  • (a)  he/she has a significantly greater
    difficulty in learning than the majority of
    children of his/her age or
  • (b)  he/she has a disability which either
    prevents or hinders him/her from making use of
    educational facilities of a kind generally
    provided for children of his/her age in schools
    within the area of the LA or
  • (c)  he/she is under compulsory school age and
    is, or would be if special educational provision
    were not made for him/her, likely to fall within
    the definition at (a) or (b) above.

SEN Code of Practice (2002)
  • Education of children with SEN is about
  • Main principle behind SEN policy since the
    Warnock Committee report of 1978 is that children
    with SEN should attend mainstream schools where
  • Education Acto 1996 sets out the framework for
  • The right for mainstream education strengthened
    by Special educational Needs and Disability Act
    of 2001
  • Welsh National Assembly, 2002, issued the SEN
    Code of Practice for Wales.
  • Sets out detailed guidance on all aspects of
    providing for pupils with SEN in ordinary and
    special schools.
  • Responsibilities of Governing bodies, Las and
    other providers set out in this Code.

Key Legislation and Policy documents
  • Special Education Needs and Disability Act
    (SENDA) (2001)
  • amended 1995 Act schools in early years settings
    had to take reasonable steps to ensure that
    disabled pupils are not placed in substantial
    disadvantage Barriers anticipated and removed
    where able plan strategically to increase extent
    disabled pupils can participate in curriculum.
  • The Learning Country 2001 (WAG)
  • Education for Persons with Special Educational
    Needs Act 2004
  • Children with special educational needs can be
    educated where possible in a inclusive
    environment they have the same rights to
    education as those who do not to ensure that
    they are equipped by the education system with
    the skills they need to participate in society
    and to live independent and fulfilled lives.
  • Childrens Act 2004 http//www.inclusive-solutio

Government Strategy for SEN
  • Launched February 2004
  • Aimed at enabling children with SEN/ALN to
    realise full potential
  • Built on proposals for integrating children's
  • Includes strategy for improving childcare for
    families of children with SEN and ALN

Aim of Strategy
  • All children should have opportunities to learn,
    play and develop alongside each other, within
    their local community of schools, with shared
    responsibility and a partnership approach to
    their support.
  • Parents should feel confident childs needs can
    be met in mainstream
  • How?
  • Early intervention - help and support
  • Removing barriers to learning
  • Raising expectations and achievement
  • An improved partnership approach

Improving Support
  • Every Child Matters - improving
    information-sharing between agencies, joining up
    assessment procedures, setting up
    multi-discipline teams, co-locating services and
    make one professional responsible for ensuring
    that things work for individual families. Also
    Childrens Trusts.
  • Together from the Start a national set of
    principles for promoting family-centred working
    by health, education and social services for
    families with SEN children
  • The National Service Framework for Children
    (2004) set national standards of health and
    social care services.
  • Sure Start to develop childrens play,
    communication and interpersonal skills

Creation of Area SENCOS
  • 1 Area SENCO to every 20 non-maintained early
    years settings
  • The overall role of the Area SENCO will be to
    empower all those working in early years settings
    to develop inclusive early learning environments
    and to help them support children in removing
    barriers to learning wherever these exist.
  • Job to support setting, work with parents and
    provide links with social, health services and

Secondary Schools Inclusion and Autism
Children with additional needs
  • Relationship with parents vitally important.
  • SEN Code of practice parents should be
    empowered to
  • recognise and fulfil their responsibilities as
    parents and play an active and valued role in
    their childrens education
  • have knowledge of their childs entitlement
    within the SEN framework
  • make their views known about how their child is
  • have access to information, advice and support
    during assessment and any related decision-making
    processes about special educational provision.

SEN - A graduated response
  • The Statement
  • Identifies the pupils SEN and the arrangements
    needed to meet those needs.
  • Parents must be involved in the assessment
    process and are given a copy of the statement.
  • The La must renew the process annually.
  • Las have a general duty to educate a child in a
    mainstream school as long as this is consistent
    with the parents wishes and the child receives
    appropriate SEN provision.
  • The childs inclusion should be compatible with
    the effective education of other children.

The Process of Statementing
  • Pre-SEN teacher concerns
  • At this stage the teacher will monitor the child
    closely and draw up a range of strategies to help
    the child.
  • The teacher may decide to draw up an individual
    education plan (IEP) with targets for the child
    to achieve and a review date.
  • School Action
  • If the childs progress is still inadequate, the
    teacher will seek advice from the schools
    special educational needs coordinator (SENCO) to
    arrange additional support for the child.
  • The SENCO and the teacher will decide on action
    usually the teacher draws up and delivers the
    IEP, while the SENCO monitors the childs
    progress by arranging further assessments and

  • School Action Plus
  • The SENCO asks for specialist advice from
    external support services, e.g. from an
    educational psychologist, and discusses possible
    statementing with the parents and head teacher.
  • Request for a statutory statement
  • The local education authority (LEA) looks at the
    statement request.
  • It decides whether to issue a statement, then
    writes one if needed.

Making a Statement
Statutory assessment
  • What are the key issues raised in the video?
  • What are the key issues re collaborative
  • What could be done to help address these issues?

Additional Learning needs
  • Gifted and Talented Children
  • Gypsy, Roma and Traveller children
  • What are the collaboration issues regarding this

  • Policy/legislation supports SEN pupils and their
    school experience
  • A great deal of support available
  • Issues of communication and training.