5 Steps to Effective SEN Training

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A presentation I delivered for Optimus Education at their March 2014 SEN conference. The PowerPoint looks at the need for SEN training in schools, potential challenges and some ideas for getting started - based on my own experiences.

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5 Steps to Effective SEN Training:

5 Steps to Effective SEN Training Effective staff training programmes to ensure all staff prioritise and engage with high-quality SEN teaching. Matt Grant Assistant Deputy Headteacher, Pendlebury Centre www.HumansNotRobots.co.uk

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Context…

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Theoretical f oundations for SEN training – from medical solutions to social solutions… Medical Model Social Model The problem rests mainly with the individual. Work must be undertaken with the individual to help them overcome or alleviate barriers. The problem rests mainly with the environment. Work must be undertaken to make the environment more accessible and attuned. Think about your school’s interventions and initiatives? Which side would you place them in?

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Every teacher is a teacher of SEN… ( SEN Code of Practice - DfE, 2001) All teachers should have the skills and confidence to support students with SEN in reaching their potential... (Removing Barriers to Achievement – DfE, 2005) Before any specialist teaching is put in place, day-to-day teaching needs to be effective… (Recommendation 8 – Rose Review, 2009) School leaders should have a good understanding of SEN… (Recommendation 1 - Lamb Inquiry, 2010) Everyone working with students with SEN should have the skills to help them achieve… (DFE, 2011 – SEND Green Paper) All school staff have a role to play in ensuring students with SEN are included… (DfE – The Importance of Teaching, DfE 2010) Policy f oundations for SEN training…

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(Removing Barriers to Achievement: developing school workforce SEN skills) Specialist skills – some staff in some local schools Advanced skills – some staff in all local schools Core skills – all staff in all local schools What % of colleagues within your school have undertaken postgraduate or other accredited SEN training? What % of colleagues within your school have attended some form of external –provider SEN training? What % of colleagues within your school have undertaken SEN INSET in the past year? ‘Every Teacher is a Teacher of Special Educational Needs’ …the social model in practice…

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Policy Exchange research in 2010: ‘Many’ teacher training institutions offer just one afternoon on SEN issues… 50% of all special school teachers have a qualification in SEN… 30% of all special school support staff have a qualification in SEN… Sutton Trust research in 2011: TAs are having very little positive impact on SEN learning, generally speaking… First wave of teaching is critical for SEN students – though no correlation between good teaching and level of qualifications / experience… Institute of Education research in 2013: Tendency of teacher to over-rely on teaching assistants as the ‘SEN expert’… Students with SEN face up to 50% less contact time with teachers… Present-day realities, according to research:

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Going forward…

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School Faculty / Subject Areas Classroom 1. Identifying what’s needed… Society What is national / local government advising? What are parents / carers most concerned about? What is research suggesting? What are staff asking for support with? What did Ofsted recommend? What are school leaders highlighting? What are students saying? What are students doing?

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Surveys Information sources… Additional Needs Register Data Sifts www.humansnotrobots.co.uk/p/resources-hub.html Additional Needs Register – Template SEN Class & Cohort Tracking Sheets SEN Team Self-Evaluation Tools

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2. Developing core skills… Whole Day Twilights Can cover the entire school staffing… Smaller groups can allow for more in-depth discussions – including case studies … Staff tend to be more ‘geared up’… Some staff tend to be less committed – clock watching and box ticking… Time to allow for both a ‘spark’ speech and practical workshops… Greater flexibility for booking guest speakers and providing a ‘staff soapbox’… The day comes and goes – it can be quickly forgotten… Allows for a continuous focus around an issue - or for ‘responsive sessions’ as issues arise…

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www.youtube.com/watch?v=1EJ4g3J6cJM Considerations about content… ‘in their shoes’…

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All you have to do is… read through the information, then answer the questions in your books. We’ll discuss possible answers in 10mins… Joe Sam Considerations about content… ‘in their shoes’…

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The Zahir Her name is Esther; she is a war correspondent who has just returned from Iraq because of the imminent invasion of that country; she is thirty years old, married, without children. He is an unidentified male, between twenty-three and twenty-five years old, with dark, Mongolian features. The two were last seen in a café in Rue Faubourg St-Honoré. The police were told that they had met before, although no one knew how often: Esther had always said that the man – who concealed his true identity behind the name Mikhail – was someone very important, although she had never explained whether he was important for her career as a journalist or for her as a woman. The police began a formal investigation. Various theories were put forward – kidnapping, blackmail, a kidnapping that had ended in murder – none of which were beyond the bounds of possibility given that, in her search for information, her work brought her into frequent contact with people who had links with terrorist cells. They discovered that, in the weeks prior to her disappearance, regular sums of money had been withdrawn from her bank account: those in charge of the investigation felt that these could have been payments made for information. She had taken no change of clothes with her, but, oddly enough, her passport was nowhere to be found. He is a stranger, very young, with no police record, with no clue as to his identity. She is Esther, thirty years old, the winner of two international prizes for journalism, and married. My wife. SMOG Grade: 10 Age Equivalent Estimate: 15years

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The experience of one size fits all? Monday Tuesday Wednesday Thursday Friday Maths Food Tech Science Geography MFL English RE Science Maths English - - - - - Break - - - - - History Maths MFL Tutorial Maths PE English History DT PE - - - - - Lunch - - - - - MFL Geography Music RE Science ICT PSHE English Art Science Monday Tuesday Wednesday Thursday Friday Maths Food Tech Science Geography MFL English RE Science Maths English - - - - - Break - - - - - History Maths MFL Tutorial Maths PE English History DT PE - - - - - Lunch - - - - - MFL Geography Music RE Science ICT PSHE English Art Science Reading Age 10:06+ Reading Age 8:02

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Considerations about content… ‘the hard science of special needs’… www.humansnotrobots.co.uk/p/resources-hub.html Neurodiversity and Special Educational Needs Poster Blood use in dyslexic-type brain before and after use of a coloured overlay…

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Considerations about content… ‘what can I do?’… www.humansnotrobots.co.uk/p/resources-hub.html SEN Strategy Banks Supportive Classrooms Booklet 1 Blank Model Question Banks VCOP in the Secondary School Strategy Banks Seating Plans Activity Ideas

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VI Refresher Training – for teachers of specific students with visual impairment, delivered by sensory support services. Feeding back on issues as they arise – course booklets, exams etc. Elklan Study Group – for staff working with students who have speech and language issues, in response to an increase in numbers – esp. students with Statement of SEN. 8d Support Cluster – for staff teaching a difficult class, meeting half-termly. Two teachers sent on a Bill Rogers course and cascading back. 3. Developing advanced skills…

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TA  HLTA SEN Links in Curric Areas Sponsorship Study Groups 4. Creating specialists… Ideas for Training: Sounds-Write - Literacy www.sounds-write.co.uk Toe-by-Toe - Literacy www.toe-by-toe.co.uk/tour.htm Seasons for Growth – Coping with Loss & Change www.seasonsforgrowth.co.uk Elklan – Speech and Language www.elklan.co.uk Nurture Group www.nurturegroups.org/pages/training.html

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Autism Awareness Group Parent Coffee Mornings Visit Day Student Soapbox 5. Going off-piste…

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Any questions?

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For more inspiration: http://www.pinterest.com/cenmichigan/special-education-quotes / http://www.youtube.com/watch?v=o8limRtHZPs  ‘Animal School’ Finally, don’t be scared of being idealistic…

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Copyright , Matt Grant, 2014 All rights reserved. Permission to present this material and distribute freely for non-commercial purposes is granted, provided this copyright notice and those in the slides remain intact and is included in the distribution. If you modify this work, please note where you have modified it, as I want neither credit nor responsibility for your work. Modification for the purpose of taking credit for my work or otherwise circumventing the spirit of this license is not allowed, and will be considered a copyright violation. Any suggestions and corrections are appreciated and may be incorporated into future versions of this work, and credited as appropriate. If you believe I have infringed copyright, please contact me via the above website and I will promptly credit , amend or remove the material in question. For further resources or to contact the author, please visit: www.HumansNotRobots.co.uk

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