Deconstructing SEN to Construct Inclusion - David Bartram

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Deconstructing SEN to Construct Inclusion - David Bartram

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  2. 2. Leadership “The leadership of inclusion and SEN in schools not only demands excellent skills, but also plays a pivotal role in determining the ethos of the school, improving behaviour and the outcomes of children with SEN.” Brian Lamb OBE
  3. 3. 3 Leading Inclusion and SEN in any urban school is a challenging role. With the person next to you, share your ideas on what you see as the greatest challenges and key issues for such a role.
  4. 4. 4 The Inclusion Debate The following 5 slides are issues that are related to Inclusion and that often cause debate and discussion. In pairs you have 1 minute per slide to discuss your own views.
  5. 5. 5 SENCOs should be on the Senior Leadership Team SENCOs
  6. 6. 6 All SENCOs should have QTS SENCOs
  7. 7. 7 Students with SEN should be supported in-class and not withdrawn for interventions SENCOs
  8. 8. 8 Teaching Assistants should be linked to departments, not individual pupils Teaching Assistants
  9. 9. 9 There should be a reduction in special school provision and a greater focus on educating students with SEN in mainstream schools. SENCOs
  10. 10. 10
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  12. 12. 12 In groups of three, your task is to plan the re-structure of an Inclusion department in a complex challenging urban secondary school. You will then do a 2-3minute presentation to the rest of the group on your structure and the rationale behind it. Guidelines: You should give careful consideration to • Context/ Current profile of SEN population • Available funding • Staffing levels • Line management structure • Academic data on SEN population BUDGET £420 000 Creating an Outstanding Inclusion Department
  13. 13. 13 HighlightsBest 8 inc. Eng & Maths showing spread by SEN • SA+ BESD largest underachieving group • Although listed as SA+, few interventions actually took place • Significant SEN underachievement at KS3 • There are no school based interventions for BESD pupils except counselling. The school relies on external BESD consultants/ mentors/ Educational Psychologists. • Boys are significantly over represented on the SEN register • Local Authority SEN interventions have been reduced • The vast majority of SEN intervention is through a large number of teaching assistants. The quality of this resource is mixed.

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