SEN Initiative 2008 - 09 Training and Development Agency for Schools (TDA) University of London, Institute of Education

Element 1 Taught sessions Distinctive features i Partnership with experienced and excellent practitioners in order to illuminate and exemplify theory in to practice The three units are strengthened by drawing upon a range of practitioner associate tutors

Distinctive features i

Partnership with experienced and excellent practitioners in order to illuminate and exemplify theory in to practice

The three units are strengthened by drawing upon a range of practitioner associate tutors

Element 1 Taught Sessions Distinctive features ii The richness and quality of the study resources and the way the units are scaffolded to create a comprehensive and coherent foundation of knowledge in to practice Applied study

Distinctive features ii

The richness and quality of the study resources and the way the units are scaffolded to create a comprehensive and coherent foundation of knowledge in to practice

Applied study

Element 1 Taught Sessions Distinctive features iii Electronic access to the resources enable them to be shared across teacher training, that includes partner schools

Distinctive features iii

Electronic access to the resources enable them to be shared across teacher training, that includes partner schools

Element 2 Placements i Four week special school placement The guidelines are excellent because they allow time for the trainee to gradually become members of a teaching team

Four week special school placement

The guidelines are excellent because they allow time for the trainee to gradually become members of a teaching team

Element 2 Placements ii Paired Placements in classrooms Enables the development of: a professional dialogue collaboration, support problem solving Accelerates learning process

Paired Placements in classrooms

Enables the development of:

a professional dialogue

collaboration, support

problem solving

Accelerates learning process

Element 2 Placements iii It provides a secure framework, as well as time for appropriate learning opportunities that impacts on the trainees’ professional development

It provides a secure framework, as well as time for appropriate learning opportunities that impacts on the trainees’ professional development

Element 2 Placements iv The impact of Element 1 on the trainees’ ability to extend their knowledge and practice in Element 2

The impact of Element 1 on the trainees’ ability to extend their knowledge and practice in Element 2

Element 2 Placements v Participation project: A focused piece of resource rich teaching with a small group of children For example: Barriers to Learning: A case study in teaching literacy with a child who is on the autistic spectrum

Participation project:

A focused piece of resource rich teaching with a small group of children

For example:

Barriers to Learning: A case study in teaching literacy with a child who is on the autistic spectrum

A school based project By Amy Ibbotson and Lisa Hendry

Element 2 Placements vi It provides the trainees with the opportunity to extend their knowledge and practice related to the Standards: QTS SEN Specialist Core SEN Specialist Extension

It provides the trainees with the opportunity to extend their knowledge and practice related to the Standards:

QTS

SEN Specialist Core

SEN Specialist Extension

The impact on the NQT as a result of undertaking Elements 1 and 2 Gained an understanding on how to focus on the individual needs of children and how to appropriately interpret the curriculum to meet their needs and develop appropriate teaching practice. Understood the impact of the learning environment on individual children. Gained an understanding of a range of learning and communication difficulties experienced by children.

Gained an understanding on how to focus on the individual needs of children and how to appropriately interpret the curriculum to meet their needs and develop appropriate teaching practice.

Understood the impact of the learning environment on individual children.

Gained an understanding of a range of learning and communication difficulties experienced by children.

The impact on the NQT as a result of undertaking Elements 1 and 2 Gained an understanding of the nature of ASD and how this affects children’s learning and development. Established teaching strategies that will enable me to communicate and teach children with ASD (Structured and Gentle Teaching). Learned how to communicate with children using Makaton signing.

Gained an understanding of the nature of ASD and how this affects children’s learning and development.

Established teaching strategies that will enable me to communicate and teach children with ASD (Structured and Gentle Teaching).

Learned how to communicate with children using Makaton signing.

The impact on the NQT as a result of undertaking Elements 1 and 2 I realise the importance of adapting my teaching practice to meet the needs of individual children Children respond differently to different teaching approaches The importance of communication between teacher, LSW, parent, carer and child The need for children to feel safe and secure The need for a calm and quiet classroom environment

I realise the importance of adapting my teaching practice to meet the needs of individual children

Children respond differently to different teaching approaches

The importance of communication between teacher, LSW, parent, carer and child

The need for children to feel safe and secure

The need for a calm and quiet classroom environment

The impact on the NQT as a result of undertaking Elements 1 and 2 The placement has had a significant impact on me as an NQT. Through this experience I have learnt that children are children what ever their individual needs, but some have more specialised needs.

The placement has had a significant impact on me as an NQT. Through this experience I have learnt that children are children what ever their individual needs, but some have more specialised needs.

Cluster Activity South West 2008 - 09 Phase 1 Becoming a community Meeting, sharing and listening Developing a sense of trust Developing a network of communication and support

2008 - 09 Phase 1

Becoming a community

Meeting, sharing and listening

Developing a sense of trust

Developing a network of communication and support

Cluster Activity South West Recognising and respecting the distinctiveness of each others’ courses The development of a forum for discussion into action Having the courage and confidence to use the forum as a sounding board

Recognising and respecting the distinctiveness of each others’ courses

The development of a forum for discussion into action

Having the courage and confidence to use the forum as a sounding board

Cluster Activity South West A shared mission and purpose: To embed SEN & D in ITT with our partner schools (mainstream, special units and schools) in order to extend the trainees knowledge and practice

A shared mission and purpose:

To embed SEN & D in ITT with our partner schools (mainstream, special units and schools) in order to extend the trainees knowledge and practice

Mainstream settings Mainstream settings Mainstream settings with special units Special settings: Optional free standing ‘M’ level module PGCE TERMS BEd YEARS 1. 2. 3. 3. PROFESSIONAL STUDIES SCHOOL PLACEMENT EVERY CHILD MATTERS SEN & DISABILITY: THE DEVELOPMENT OF INCLUSIVE KNOWLEDGE AND PRACTICE Foundation Subject modules Core Subject modules A Model of ITT training at the University of Gloucestershire NQT

Cluster Activity South West To impact on the knowledge and practice of the NQT through a recognition of individual and diverse learning needs and the ability to include and access children to high quality learning opportunities and achievements

To impact on the knowledge and practice of the NQT through a recognition of individual and diverse learning needs and the ability to include and access children to high quality learning opportunities and achievements

Cluster Activity South West To enable trainees to seek to remove barriers through an open and collaborative way of working that engages them in a problem solving approach and ongoing learning The greatest learner is the teacher!

To enable trainees to seek to remove barriers through an open and collaborative way of working that engages them in a problem solving approach and ongoing learning

The greatest learner is the teacher!

Cluster Activity South West To develop an intelligent practitioner who is able to be responsive to the individual needs of all children To raise the standard and quality of teaching and learning in mainstream to the benefit of all children

To develop an intelligent practitioner

who is able to be responsive to the individual needs of all children

To raise the standard and quality of teaching and learning in mainstream to the benefit of all children

2009 - 10 Targets To develop a continuum of school placement provision in teacher training so that trainees can develop appropriate experience related to meeting children’s individual and diverse learning needs

To develop a continuum of school placement provision in teacher training so that trainees can develop appropriate experience related to meeting children’s individual and diverse learning needs

2009 - 10 Targets To consider how to develop SEN & D as a common and strength area in ITT To consider how SEN & D can bridge in to M level, the NQT year and beyond To consider how to impact on CPD and work based learning in special schools across the range of professionals and teaching resource.

To consider how to develop SEN & D as a common and strength area in ITT

To consider how SEN & D can bridge in to M level, the NQT year and beyond

To consider how to impact on CPD and work based learning in special schools across the range of professionals and teaching resource.

2009 - 10 Targets The development of mentor training The development of link tutoring To consider the development and sustainability of SEN & D in the next five years

The development of mentor training

The development of link tutoring

To consider the development and sustainability of SEN & D in the next five years

Positive outcomes Meeting and working with colleagues in other universities on a joint project The impact on ITT, schools and most of all children as a result of becoming a community The opportunity to celebrate children’s individual and diverse learning needs through ITT The opportunity to develop knowledge and practice in SEN & D through ITT

Meeting and working with colleagues in other universities on a joint project

The impact on ITT, schools and most of all children as a result of becoming a community

The opportunity to celebrate children’s individual and diverse learning needs through ITT

The opportunity to develop knowledge and practice in SEN & D through ITT