EAL, SEN and Inclusion Session 1 Key principles and … Teacher... · EAL, SEN and Inclusion...
Transcript of EAL, SEN and Inclusion Session 1 Key principles and … Teacher... · EAL, SEN and Inclusion...
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EAL, SEN and Inclusion
Session 1
Key principles and procedures
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Session outline
1. Introduction
2. Principles of identification and
assessment of SEN
3. The statutory framework
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Part 1 Introduction
Overview of the module
Session 1 Key principles
Session 2 Assessment and recording
Session 3 Forms of Special Educational
Need
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Intended learning outcomes
of Session 1
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By the end of this session I hope you
will be able to:
1. Outline different ways of thinking about
special educational needs
2. Explain some key principles that should
inform the identification and assessment of
SEN when children are learning EAL
3. Describe the legal position of children
learning EAL in relation to SEN
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Part 2
1. Introduction
2. Principles of identification and
assessment of SEN
3. The statutory framework
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Keep these children in mind
• Saeed (aged 7) was born in the UK to parents from
the Punjab. His use of English was limited in the
nursery but improved slowly with extra help. He is
socially isolated in his class, and is seen by staff as
“rather odd”.
• Awrala (aged 11) has been in school here for two
terms since arriving with her mother as asylum
seekers from Somalia. She did not attend school in
Somalia. She reads slowly, spells poorly and is badly
organized in all her school work.
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Keep these children in mind (continued)
• Bashir (aged 14), who is a wheelchair user, is
unpopular among all groups of his peers, including
other boys from the local North African Muslim
community. He is constantly in trouble at school
for inconsiderate and disruptive behaviour. He is
also falling behind in most written school work,
although he shows a lively intelligence in oral work
in the classroom.
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Task 1
Reflecting on ethical issues
Discuss with a neighbour what ethical issues
you think would be involved when a teacher
responsible for one of those pupils decides:
(a) How to interpret the signs that they have
difficulties
(b) What to do about it
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Ethical concerns in SEN assessment
• The teacher - accuracy, perspective, bias
• The child at risk - present experiences and
learning, future prospects, rights
• The child’s parents/carers - information,
consultation, involvement in decision-making
• Other children in the class - interruption,
distraction, diversion of resources
• Society - inclusion, accountability
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1. Identify additional needs as early as possible
2. Involve parents/carers fully from the outset
3. Introduce graduated help with a low profile
4. Ensure close collaboration between everyone
who knows the child inside and outside school
Principles into practice
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- What are the advantages?
- What risks are involved?
Two questions to ask at every stage of
the assessment process when working
with pupils who are learning EAL
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Three ways of thinking about SEN
A. Focus on individual differences – the main
problem is within the child.
B. Focus on environmental demands – the main
problem is within the school.
C. An interactional analysis – problems arise from a
complex interaction between:
- the child’s strengths and weaknesses
- the level of support available
- the appropriateness of the education being provided
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Another way of thinking about SEN:
“Additional Educational Needs”
Children with additional needs is a broad term used
by the DfES in England to describe all children who
are at risk of poor outcomes in relation to the five
areas defined in Every Child Matters, including not
only children with SEN but also children with poor
school attendance, children who face housing issues
and others whose circumstances mean that they
need additional support on a short-term or long-term
basis. The equivalent term in Scotland explicitly
includes children who are learning EAL.
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Including pupils with SEN in mainstream schools
(DCSF “Circles of Inclusion”)
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SEN or EAL? Are the teacher’s
goals for each child separable?
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Objectives relating to the child’s
special educational needs
• Development of conceptual, academic, and
social abilities to fullest potential
• Inclusion with pupils who do not have SEN to
the greatest degree possible
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Objectives relating to the child’s
status as an EAL learner
� High levels of cognitive academic achievement
� High levels of English language proficiency
� Adequate levels of home language development
� Good psychosocial and cultural adjustment
� Successful social and educational inclusion
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SEN and EAL?
Must it be one or the other?
Examining the learning objectives outlined on the
previous two slides reminds us that a child’s SEN
may be exacerbated by their slow progress in
learning EAL and that their progress in learning EAL
may be adversely affected by their SEN. It is not
just a question of a child showing one or the other.
A major challenge for teachers is to understand the
interaction between them when both are present.
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Task 2
Principles into practice
Discuss with a neighbour what
implications you think the practice
principles outlined on the last few slides
would have for a teacher working with
one of the pupils we discussed earlier.
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Part 3
1. Introduction
2. Principles of identification and
assessment of SEN
3. The statutory framework
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Legal definition of SEN
The law says that a child has SEN:
• if he or she has a learning difficulty (i.e. a
significantly greater difficulty in learning than the
majority of children of the same age, or a
disability which makes it difficult to use the
educational facilities generally provided locally);
• and if that learning difficulty calls for special
educational provision (i.e. provision additional to,
or different from, that made generally for children
of the same age in local schools).
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Legal definition of SEN continued
A child must not be regarded as having a learning
difficulty solely because the language or form of
language of the home is different from the
language in which he or she is or will be taught.
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Code of Practice: Core expectations
• A child with SEN should have their needs met.
• Normally they will be met in mainstream
schools or early years settings.
• The views of the child should be sought and
taken into account.
• Parents have a vital role to play in supporting
their child.
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Code of Practice: Core expectations
The official Code of practice makes it clear that:
“A child with SEN should be offered a broad,
balanced and relevant education including an
appropriate curriculum for the foundation
stage and the National Curriculum.”
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Reflect on the teacher’s task in relation to
the three pupils taking account of
the DCSF “Circles of Inclusion”