SPECIAL EDUCATIONAL NEEDS

Researched and Written by David Watters

never_blend_in@rocketmail.com

“Extra support in schools for pupils with special educational needs is most effective when it is based in joint planning between class teacher and support teacher” Beveridge (1993)

Introduction

The growing diversity of need within the classroom demands that teachers have a solid understanding of Special Educational Needs (SEN) so that they can plan and prepare specialised teaching programmes which give all learners the opportunity to succeed.

It is the duty of every teacher to ensure that appropriate differentiated work and resources are available. The teachers role and responsibilities are expanding, in response to this evolving learning community, whereby they are required to be fully aware of SEN procedures, to liaise with the Special Educational Needs Co-ordinator (SENCO) and teaching assistants.

This principle also applies to the education of English as an Additional Language (EAL) and Gifted and Talented (G&T) students who, although not defined within the law as having special educational needs, still require “special” provision and support.

Hypothesis

All learners are entitled to equal access to the full range of opportunities and learning experiences within their school and a positive teaching approach at TP2, which embraces the various support systems, ensure that this is the case.

Methodology

In order to investigate this hypothesis it would be useful to considerdefinitions of both “SEN” and ‘G&T” and the history of educational provision from a legal perspective. To place these findings within the context of TP2, it would be beneficial to look at the role of the Special Educational Needs Co-ordinator (SENCO), the Learning Support Assistant (LSA) and the G&T Co-ordinator in relation to two contrasting Case Studies (Pupil A and Pupil B).

Definition of “SEN”

The SEN Code of Practice (2001) defines that children have special educational needs (SEN) if they have a learning difficulty, which calls for special education provision to be made for them.

“In attempting to define the term ‘special educational need’ it is important to remember that all children can be regarded as having special educational needs at some time in their school career.” (Beveridge, 1993)

Definition of “G&T”

A gifted child’s needs are, for the most part, the same as for other pupils and in terms of pedagogy this includes knowledge and skills offered through careful planning, clear learning objectives, target setting, high expectations, variety of approach and good evaluation.

G&T pupils should be enabled to develop greater expertise through access to a curriculum that encourages higher order thinking, reflection, exploration of a variety of views, consideration of more difficult and complex questions, formulation of individual opinions, problem solving and enquiry, making connections between past and present learning, independent thinking and learning. (See Appendix 1.2A for Excellence in Cities definition of G&T)

Educational Provision: Legal Developments

Since the 1944 Education Act , special needs provision has improved significantly, as have perceptions and attitudes towards children who experience learning difficulties. The most notable influences upon this shifting attitude have been The Warnock Report (DES, 1978), The 1981 Education Act, The Education Reform Act of 1988 (ERA), 1993 Education Act, The Code of Practice on the Identification and Assessment of SEN (DFE, 1994), The 1996 Education Act, The Special Educational Needs and Disability Act in 2001 and the revised Code of Practice, implemented in January 2002. (See Appendix 1.2B for more detail)

To assess how well our system of education is serving both SEN and G&T students the pupils’ experience may be considered in three stages. Firstly, are the pupils’ needs identified and responded to appropriately? Are they able to participate fully in the life of their school? And lastly, are they enabled to reach their potential in school?

Sally Beveridge (2002) states:

“All teachers are teachers of pupils with special educational needs, with a central role not only in their identification and assessment but also in developing classroom strategies to meet these needs.”

The Equal Opportunities Policy of TP2 (Appendix 1.2F) aims to “maximise achievement by ensuring equality of opportunity for all members of the community.” The most significant influence upon equality of provision is the relationships nurtured between teachers and specialist colleagues within their school environment.

Role of the SENCO and G & T Co-ordinator

With regards to identifying and responding to the individual needs of each student TP2 has two vital members of staff. Firstly, there is the Special Educational Needs Co-ordinator (SENCO) who is responsible for ensuring that any children with special needs are being helped appropriately, ensuring liaison with parents and other professionals, talking to and advising any member of staff who is concerned about a child, co-ordinating provision, making sure all written records are completed and appropriate Individual Education Plans are in place, ensuring relevant background information about individual children is collected, recorded and up-dated and contacting the relevant Area SENCO at the earliest possible stage where there is a concern. Secondly there is a Gifted and Talented Co-ordinator whose headline tasks include leading the development, implementation, monitoring and evaluation of the school’s policy for identifying its “gifted and talented” pupils and the teaching and learning programme for them.

TP2 have an extremely pro-active and forward looking Learning Support Unit (LSU) with an open-door policy which welcomes the interest of colleagues and actively promotes the cross-fertilisation of knowledge.

Case Studies, TP2

Whilst working with BTEC National Diploma students on an assignment based upon the musical revue, A Little Bit of Everything, I had the opportunity to assess their performance and analytical skills in a number of contexts (See Appendix 1.2C for Assignment Descriptor). The learning outcomes, as defined in the Assessment Criteria Unit A6, to be achieved by the learner were twofold – “to take part in a rehearsal of musical theatre and to evaluate the effectiveness of rehearsed and performed material.”

Throughout the project the following observations were made:

Pupil A, demonstrated particular learning difficulties associated with Dyspraxia; hesitancy of movement and awkwardness in performance, difficulty in planning and organising thoughts and low self-esteem whereas Pupil B demonstrated consistently strong feelings/opinions, perseverance when motivated, engagement with complex communication and analysis, creativity, a tendency to be highly self-critical and an ability to grasp new ideas rapidly. Perhaps here it is worth relating the complexity of Pupil B’s approach to learning with the Multiple Intelligences work of Howard Gardner since her work clearly fitted in with Gardner’s own definitions of a number of proposed intelligences; Linguistic intelligence, Musical intelligence, Bodily-kinaesthetic intelligence, Spatial intelligence, Interpersonal intelligence and Intrapersonal intelligence. (Appendix 1.2D)

Having talked at length to support staff I found that statistically, it is likely that there is one child in every class of 30 children who is Dyspraxic.

It is difficult in Performing Arts not too draw comparison between performances but I made very slight alterations to how the students evaluated their work; feedback was seldom verbal and instead was written and given on a one to one basis. Praise for every effort and accomplishment was given and I allowed Pupil A extra time to complete written work (as homework) without drawing attention to this decision. What became clear was that in individual lesson time Pupil A responded so much better. With improved focus through a perhaps more relaxed environment this student was able to demonstrate a solid understanding of musical ideas covered in the class.

Pupil B responded to the set tasks in learning and behaviour characteristics typical of a G&T student (Appendix 1.2E) with an exceptional standard of written and practical work, highly developed musicality, sensitivity to text and a firm grasp on physical technicalities necessary to perform the chosen music. Pupil B is working at a level which is almost beyond the standards expected of the course and will undoubtedly receive a Distinction for work which is of an outstanding quality in every area. My concern is that Pupil B may feel frustrated which is why I make sure we work together, when possible, at looking forward to the next stage in development. Additional Extended Learning tasks have been welcomed and individual singing lessons allow Pupil B the opportunity to recognise and respond to challenge and take initiative in personal progress.

Conclusion

All students should be supported and given appropriate guidance throughout their time at school and it is the Subject teachers who must provide a fully inclusive and effective learning environment. Lessons should be planned with an awareness of the needs of each student. Nevertheless, in order to fulfil their roles most effectively, teachers will need access to advice, support and expertise to supplement and complement their own knowledge. The structures in place at TP2, which help students to reach their full potential, enable teachers a shared wealth of expertise with which to

develop the confidence to devise and deliver stimulating and inclusive lessons.

1.2 BIBLIOGRAPHY

Reading

Beveridge, S. (1993) Special Educational Needs in Schools. London : Routledge.
Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York : Basic Books.

Publications
Beveridge, S. (1996) Spotlight on SEN: Learning Difficulties. NASEN publications.
DES (1981) Education Act 1981. London : HMSO.
DES (1988) Education Reform Act 1988. London : HMSO.
DES (1991) Education Act 1991. London : HMSO.
DES (1993) Education Act 1993. London : HMSO.
DES (1996) Education Act 1996. London : HMSO.
DfEE (1997) Excellence for all Children: Meeting Special Educational Needs (summary). London : HMSO.
DfES (1999) All our Futures: Creativity, Culture and Education London : DfES
Exceptionally Able Children, 1997, rev. ed., Education Dept. of W.A., East Perth TP2, Equal Opportunities Policy (2005)

Websites

The Audit Commission (2002) Special Educational Needs: a mainstream issue
http://www.audit-commission.gov.uk/reports

Further Reading

Blunkett, D. (2000) Transforming Secondary Education London : DfES
Clark, D. (1996) Schools as Learning Communities London : Cassell
Clark, C. & Gains, G. (1997) “Meeting the Challenge of the Able Learner”.
Cowne, E. (1996) The SENCO Handbook. London : David Fulton
Davies, J.D., Garner, P. & Lee, J. (eds.) (1998) Managing Special Needs in Mainstream Schools: The Role of the SENCO. London : David Fulton
Gerschel, Liz. (May 2005).The Special Educational Needs Co-ordinator’s Role in Managing Teaching Assistants: The Greenwich Perspective. NASEN, Volume 20, Number 2
Ramjhun, A.F. (1996) Implementing the Code of Practice for children with Special Educational Needs: A Practical Guide. London : David Fulton Publishers
Audit Commission – http://www.audit-commission.gov.uk/reports/
Every Child Matters – http://www.everychildmatters.gov.uk/
Gifted Development Center – www.gifteddevelopment.com/
ISEC – http://www.isec2000.org.uk/abstracts/ and http://www.isec2005.org.uk/isec/abstracts/
Nasen – http://www.nasen.org.uk/
Teacher net – http://www.teachernet.gov.uk/wholeschool/sen/

APPENDIX 1.2

1.2A

Excellence in Cities definition of G&T  The gifted are those with high ability in one or more academic subject, and the talented are those with high ability in sport, music, visual arts and/or performing arts. Schools are encouraged to identify the top 5-10% of each year group as gifted or talented, regardless of the general level of ability within the school. EiC (1999)

1.2B

Educational Provision: Legal Developments since 1944 – A Brief Overview  The application of the 1944 Education Act meant that children with special educational needs were categorised according to their “disability“ and provision for such pupils took place in separate schools. The Warnock Report (DES, 1978) emphasised that special educational need is of crucial importance for all teachers and educationists, not just those in special schools and The 1981 Education Act incorporated many of Warnock’s recommendations. It defined special educational need and provision, outlined the responsibility of ordinary schools in identifying, assessing and providing for children with special educational needs and the rights of parents to take part in the process of assessment and to appeal against any decisions made. The 1981 Education Act provided the basis for the Education Reform Act of 1988 (ERA) which introduced a National Curriculum in which all pupils are entitled access to a broad and balanced curriculum even though a small number of pupils may need adaptations and special arrangements. Many teachers and schools expressed concern that there was insufficient guidance relating to identification and assessment and this led to the introduction of 1993 Education Act the Code of Practice on the Identification and Assessment of SEN (DFE, 1994) which aimed to extend the principles already existing in the 1981 and 1988 Education Acts. All schools are required to ‘have regard’ to the Code and this statutory duty is the responsibility of the governing body of the school. The 1996 Act confirms that schools should “have regard to the Code” and consequently SEN teaching is now an integral part of every classroom teacher’s responsibility. In order to provide equality of opportunity, and to help all children to achieve a high standard and release their full potential, the Government introduced the Special Educational Needs and Disability Act in 2001. The Act, linked to a revised Code of Practice, took effect from January 2002.

1.2C

BTEC Unit A6: Assignment Descriptor

Unit: A6 Musical Theatre Performance	Assignment Title: A Little Bit of Everything
Tutor: David Watters
Student Name: Class: PANS 1
Date Due: Performance –
Date Due: Written Work/ Research Presentation –
Grading Criteria: 1,2,3 & 4
Description of Task: You are required to - Rehearse and Perform a 50 minute Revue which demonstrates stylistic knowledge of Musical Theatre from 1920 to the present day. Write a brief research paper on a given composer. No more than 200 words. Give a presentation based on research paper incorporating a solo song by chosen composer. Evaluate your performance both musically and dramatically from a given criteria checklist.
The Finished Assignment should consist of the following: Video Evidence: Performance and Post-Performance discussion, Presentation. Written Evidence: Brief Research Paper, Post-Performance Self-Evaluation Forms. ALL WORK MUST BE WORD PROCESSED. You will be assessed on Grading Criteria: 1,2,3 & 4:  Ability to identify the unique characteristics of musical theatre Development of performance ideas in rehearsal with very little support or guidance using research with insight and artistic sensibility in a very detailed manner to advance the work. Response to direction – with ease and independence that shows a thorough grasp of the rehearsal process. Use of performing skills to create and communicate a performance with assurance and imagination, integrating acting, dancing and singing effectively and with a high level of technical ability throughout Evaluation – evaluate in great detail the effectiveness of own performance revealing highly perceptive and informed judgements about quality

1.2D

Extract: Gardner , H (1993) Frames of Mind. The theory of Multiple Intelligences   Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. Logical-mathematical intelligence consists of the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. Bodily-kinaesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

1.2E

Checklist of learning and behaviour characteristics common to G&T students

Exceptionally Able Children, 1997, rev. ed., Education Dept. of W.A., East Perth (p. 12).

Learning  is a rapid learner, who understands advanced topics easily; shows insight and fantasises about cause-effect relationships; persists in completing tasks; sees the problem quickly and takes the initiative; learns basic skills quickly and with little practice; is reluctant to practise skills already mastered, finding such practice futile; follows complex directions easily; constructs and handles high levels of abstraction; can cope with more than one idea at a time; has strong critical thinking skills and is self-critical; has surprising perception and deep insight; is a keen and alert observer, notes detail and is quick to see similarities and/or differences; displays intellectual and physical restlessness; once encouraged, is seldom a passive learner; has a remarkable range of general (or specialised) knowledge in one or more areas; possesses extensive general knowledge (often knows more than the teacher) and finds classroom books superficial; explores wide-ranging and special interests, frequently at great depth; has quick mastery and recall of information, seems to need no revision and is impatient with repetition; learns to read early and retains what is read; can recall in detail; has advanced understanding and use of language, but sometimes hesitates as the correct word is searched for and then used; sees greater significance in a story or film and continues the story; demonstrates a richness of imagery in informal language and brainstorming; can ask unusual (even awkward) questions or make unusual contributions to class discussions; asks many provocative, searching questions which tend to be unlike those asked by other students of the same age; has exceptional curiosity and constantly wants to know the reasons why; displays intellectual playfulness; fantasises and imagines; is quick to see connections and manipulate ideas; often sees unusual, rather than conventional, relationships; can produce original and imaginative work, even if defective in technical accuracy (e.g. poor spelling and/or handwriting); wants to debate topics at greater depth; mental speed is faster than writing ability, so is often reluctant to write at length; prefers to talk rather than write and talks at speed with fluency and expression.

1.2E Cont’d

Behavioural  · sets very high personal standards and is a perfectionist; · is success-oriented and hesitates to try something where failure is a · possibility; · demonstrates a sense of humour and loves incongruities, puns and · pranks; · may be behind peers in manual dexterity, which can be a source of · frustration; · can have a negative self-concept and suffer from poor social acceptance · by age peers; · daydreams and seems lost in another world; · listens to only part of the explanation and sometimes appears to lack · concentration, but always knows what is going on – when questioned · usually knows the answer; · often prefers company of older students and adults; · when interested, becomes absorbed for long periods and may be · impatient with interference or abrupt change; · can be stubborn in own beliefs; · shows sensitivity and reacts strongly to things causing distress or · injustice; · empathises with others and often takes a leadership role; very · understanding and sympathetic; and · shows unusual interest in adult problems such as important issues in · current affairs (local and world), evolution, justice, the universe, etc.

1.2F

Extract: Equal Opportunities Policy TP2  The principles set out are that: · All individuals are unique and are valued and respected equally. · All individuals are entitled to equal access to the full range of opportunities and learning experiences. · All individuals are entitled to an accessible, positive curriculum, and to learn, teach and work in a supportive, non-threatening environment in which self-esteem is enhanced. · It is everyone’s duty to be aware of issues of variety and difference including class, gender, sexuality, race, religion, bilingualism, culture, physical disability and all special educational needs and abilities including marked aptitude. · It is everyone’s responsibility to address the behavioural needs of students in the context of learning. · It is everyone’s duty to challenge and combat all forms of discrimination in any of these areas. When put into practice this should mean that the above principles inform all policies, procedures, structures, organisation and developments in the school and permeate all areas of the curriculum.

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