<ul><li>Looking back and going forward: materials to support the teaching of pupils with  SEN and/or disabilities Glendra ...
Need for national consistency across ITE <ul><li>Validation of practice in effective institutions </li></ul><ul><li>Improv...
Aims of the projects <ul><li>To drive forward knowledge, skills and understanding of trainees in inclusive practice for SE...
Does the pupil with SEN and/or a disability need a special pedagogy? <ul><li>Davis and Florian (2004) reported that </li><...
The research also tells us… <ul><li>Listen to the individuals (w e know from research that teachers still talk through 60-...
Resources – the elements <ul><li>E1 18 primary undergraduate sessions </li></ul><ul><li>E2 4 week placements in special sc...
Results from the pilot of E1 <ul><li>Trialled successfully in 9 institutions with 700 trainees </li></ul><ul><li>Very posi...
Results from the pilot of E2 <ul><li>Trialled successfully in 17 universities with 250 trainees </li></ul><ul><li>Very pos...
The Ofsted review <ul><li>All PGCE courses were at least satisfactory in preparing trainees to teach pupils with LDD </li>...
The aims of E5  <ul><ul><ul><li>To encourage professional dialogue between trainees and their tutors/mentors about effecti...
Results from the pilot of E5  <ul><ul><ul><li>Trialled in 5 universities and 12 LAs </li></ul></ul></ul><ul><ul><ul><li>We...
The Ofsted view: the journey <ul><li>The best NQTs were: ‘grounded in LDD pedagogy; skilled communicators; reflective prac...
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A1 (2) - Glendra Read (IOE): Looking back and going forward: materials to support the teaching of pupils with SEN and/or disabilities

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A1 (2) - Glendra Read (IOE): Looking back and going forward: materials to support the teaching of pupils with SEN and/or disabilities

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A1 (2) - Glendra Read (IOE): Looking back and going forward: materials to support the teaching of pupils with SEN and/or disabilities

  1. 1. <ul><li>Looking back and going forward: materials to support the teaching of pupils with SEN and/or disabilities Glendra Read, Institute of Education, University of London </li></ul>
  2. 2. Need for national consistency across ITE <ul><li>Validation of practice in effective institutions </li></ul><ul><li>Improvement to the practice of less effective institutions </li></ul><ul><li>Progression in training – a unified strategy/staged model </li></ul><ul><li>Linked to the revision of the professional standards </li></ul><ul><li>TDA commissioned IoE to trial pilot projects </li></ul>
  3. 3. Aims of the projects <ul><li>To drive forward knowledge, skills and understanding of trainees in inclusive practice for SEN and disability </li></ul><ul><li>To help trainees develop inclusive teaching skills to remove barriers to learning and participation for pupils with a wide range of needs </li></ul><ul><li>To devise approaches and materials to support the fulfilment of these aims </li></ul>
  4. 4. Does the pupil with SEN and/or a disability need a special pedagogy? <ul><li>Davis and Florian (2004) reported that </li></ul><ul><li>‘ the more important agenda is how to develop a pedagogy that is inclusive to all learners’ </li></ul><ul><li>Norwich and Lewis (2007) reported that only pupils with autism spectrum condition and ADHD were seen as requiring a pedagogy that is specific to their group needs </li></ul>
  5. 5. The research also tells us… <ul><li>Listen to the individuals (w e know from research that teachers still talk through 60-75% of most lessons) </li></ul><ul><li>Poor acoustics damages the attainment of all, particularly pupils with SEN (Shield and Dockrell 2002) </li></ul><ul><li>English building regulations for schools have been tightened - future generations will benefit </li></ul><ul><li>Look at the evidence of ‘what works’ for pupils with SEN </li></ul><ul><li>Build what we learn into our education systems </li></ul>
  6. 6. Resources – the elements <ul><li>E1 18 primary undergraduate sessions </li></ul><ul><li>E2 4 week placements in special schools </li></ul><ul><li>E3 Taught sessions for NQTs for LAs </li></ul><ul><li>E4 Electronic portal </li></ul><ul><li>E5 Assessment/exemplars for trainees/NQTs </li></ul><ul><li>E8 18 secondary undergraduate sessions </li></ul><ul><li>E9 PGCE taught sessions </li></ul><ul><li>E10 Personalised learning task </li></ul><ul><li>E11 14 subject booklets and 17 SSTs </li></ul>
  7. 7. Results from the pilot of E1 <ul><li>Trialled successfully in 9 institutions with 700 trainees </li></ul><ul><li>Very positive responses: comprehensive coverage, quality and relevance </li></ul><ul><li>Tutors reviewed their programmes and brought the materials into them </li></ul><ul><li>Wide variation in approaches </li></ul>
  8. 8. Results from the pilot of E2 <ul><li>Trialled successfully in 17 universities with 250 trainees </li></ul><ul><li>Very positive across all universities and schools </li></ul><ul><li>Trainees enthused about the experience, the commitment of staff and the effects on the way they felt about their teaching careers </li></ul><ul><li>On balance, the data suggested a preference for a four week model, because of the powerful impact it could have on trainees’ development as teachers </li></ul><ul><li>The experience worked best in Y3 of a 4 year course </li></ul>
  9. 9. The Ofsted review <ul><li>All PGCE courses were at least satisfactory in preparing trainees to teach pupils with LDD </li></ul><ul><li>Variation in practice and quality throughout </li></ul><ul><li>Heavy reliance on school placement: worked well in some schools, less well in others </li></ul><ul><li>Planning of other adults’ work was good, the monitoring of it weaker </li></ul><ul><li>Insufficient co-ordination of quality assurance procedures between providers and schools </li></ul><ul><li>(Ofsted, 2008, How well new teachers are prepared to teach pupils with learning difficulties and/or disabilities) HMI: 070223. </li></ul>
  10. 10. The aims of E5 <ul><ul><ul><li>To encourage professional dialogue between trainees and their tutors/mentors about effective practice in teaching pupils with SEN and/or disabilities </li></ul></ul></ul><ul><ul><ul><li>To relate that dialogue to the professional standards – and thereby help to promote consistency of assessment against the standards </li></ul></ul></ul>
  11. 11. Results from the pilot of E5 <ul><ul><ul><li>Trialled in 5 universities and 12 LAs </li></ul></ul></ul><ul><ul><ul><li>Welcomed as innovative and helpful </li></ul></ul></ul><ul><ul><ul><li>Improved dialogue between schools/universities and schools/LAs </li></ul></ul></ul><ul><ul><ul><li>Strengthened role of SENCO/Inclusion manager in supporting NQTs </li></ul></ul></ul><ul><ul><ul><li>Involved mentors more robustly in SEN issues </li></ul></ul></ul><ul><ul><ul><li>Gave trainees a broader view of SEN and disability issues </li></ul></ul></ul>
  12. 12. The Ofsted view: the journey <ul><li>The best NQTs were: ‘grounded in LDD pedagogy; skilled communicators; reflective practitioners; identified what worked and what didn’t; accepted responsibility for the good progress of all’. </li></ul><ul><li>Thank you </li></ul>

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