Inclusion in Primary education

This session meets Teacher standards 1 and 5.

SEND? What does Inclusion look like? Developing Inclusion attitude?

SEND my definition 

An individual who has a physical or mental difficulty that impacts their learning and development, who will need extra special support.

19.05 slide1.PNGThis indicates that SEND has different codes of practice for individuals to support their learning, development and emotions. On practice their was a child with Autism and a practice in place was for the child to always be at the end of the line. This made the child feel comfortable and then supported them in their emotions and concentration. As well as this it is important for teachers to identify the difficulty or need and then put procedures in place to support this.

SEN is defined as difficulty in one or more of the following areas: 

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

When on professional practice there was a child who was Autistic and this special educational need affected all aspects above in one way or another, but manly his communication and interaction.

19.05 slide2.PNG

In a Year 6 class an indicator of communication and interaction difficulties would be the child not offering eye contact also children may not interact with others in the classroom or outside for example, the playground. In high KS1 children may become distressed when routines change or noise levels become too much for this child. As well as this according to Piaget children in Year 2 should have some interaction abilities so if children do not play with other children this may be an indicator.

We watched a video clip of children engaging in a task, here are the observations I made.

Action Impact Need
The child I observed was struggling to share with other children This impacted the child forcing relationships and developing interactions. Communication and Interaction
The child repeatedly put items in their mouth This shows that the child may be anxious Sensory and/or physical needs
The child was easily distracted by others This affected their development because the child was not able to apply their full concentration on their work /task Cognitive and learning

 

 

19.05 slide4 These statements will then influence inclusion. Following this we have created an activity and day out  for a year 4 class and a child in our class has muscular dystrophy. Our ideas are below.

 

19.05 lesson.jpg

 

19.05 slide5 I have to ensure that the attitudes towards SEN and inclusion are not judgemental. Every child has something special about them and as a teacher I should respect this and used these or support these in the best way possible for the child.

 

Values I will follow to ensure inclusion 

Ensure my class is welcoming and accessible for all children: this is because I feel that is a child is comfortable  they will then have a better opportunity at achieving and learning.

Viewing children as a whole class but also as individuals: this is because children are all different and learn and develop at different rates,. SEN will impact that, therefore  I will have to view the children as an individual but ensure they feel as a whole in the class.

Relationships: this is because relationships are beneficial to all children and whether a child has SEN or does not, the relationships they have with me or other staff/child will support them in learning, development and emotions.

19.05 slide6

I feel this source supports teacher in ensuring inclusion is in place. As well as supporting teachers and educators what should be implemented when inclusion is in place.

All schools should have SEN codes of practice that supports schools and teachers in promoting inclusion and supporting children’s additional needs. Educational health care plans can be in place to support children with additional needs to guide teachers when supporting the child.

Teachers are responsible for the progress and development of all children in their class. Therefore, teachers have to support and help children progress whether they  have SEN or not.

To identify SEN, a teacher needs to understand the typical development for the age they are teaching. This will include their knowledge, experiences, background and peers. As well as this teachers need to identify children’s issues for example transitions. Finally to understand the children’s behaviour and actions for their age. Then from all of this collated information the teacher can seek advice and asses the child.

I feel that relationships are key to supporting inclusion. This is because teachers can interact easier with the children and also the parents. Teacher parent relationships are important and key to inclusion because it will support interactions when talking about SEN, the child and inclusion.

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