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Partnerships With Outside Agencies - Session Eighteen
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Partnerships With Outside Agencies - Session Eighteen

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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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    Partnerships With Outside Agencies - Session Eighteen Partnerships With Outside Agencies - Session Eighteen Presentation Transcript

    • Special educational needs and/or disabilities Training toolkit Partnerships with outside agencies Session 18 Learning environment and partnerships
    • Learning outcomes
      • You will:
      • know the ran ge of outside agencies most likely to be involved with students
      • understand the basic principles of collaboration with outside agencies within the ECM framework
      • know where to go for further assistance or advice on SEN and disability
    • Learning outcomes
      • You will know:
      • the range of outside agencies most likely to be involved with students
      • the roles and resp onsibilities of each agency or service
      Activity 1
    • Every Child Matters: the five outcomes
      • Being healthy
      • Staying safe
      • Enjoying and achieving
      • Making a positive contribution
      • Achieving economic well-being
    • The key to putting the five outcomes into action
      • Collaboration between local authority children’s services
      • Involving therapists and CAMHS workers
      • Outside agencies and voluntary groups may support students
    • Learning outcome
      • You will have a basic knowledge of the national service framework (NSF) and the responsibilities of local authorities
      Activity 2
    • Children’s NSF: key points
      • Introduced to address variations in standards of care
      • Services to be delivered around the needs of children and families
      • Standards to ensure that all children’s services are coordinated and effective
      • Performance measures set and progress to be measured over agreed timescale
    • Inclusion and achievement
      • “ National research has shown that settings that develop inclusive cultures, policies and practices also raise achievement and the Department of Education and Lifelong Learning considers good equalities and educational inclusion practice to be the key to school improvement”
      • Educational Inclusion and Equalities Policy, 2003
    • Mental health issues
      • Around 10 per cent of children aged 5−15 may have mental health problems
      • Teachers should make sure they:
      • read professionals’ reports
      • check with the SENCO or other teachers who know the student
      • make time available to talk to therapists
      • work with teaching assistants
      • confirm that relevant professionals are involved in decision making
    • Key messages
      • ECM outcomes are more likely to be met if agencies work in partnership with schools
      • All teachers should be in close touch with the SENCO or inclusion manager
      • It is worth spending time to learn about how to remove barriers for individuals to improve the learning of all students
    • Learning outcomes
      • You will understand:
      • the value of c ollaboration between agencies to remove barriers to participation and learning
      • the role of the rapy in removing barriers
      Activity 3
    • Daniel’s profile
      • He has DCD and ADHD
      • At age seven his Movement ABC score (a standardised test for movement) was below the fifth percentile – in the lowest five per cent of children of the same age
      • At age 12 his ABC score was the same but much had changed
    • Daniel: Some questions
      • Who contributed to Daniel’s therapy?
      • Where did it take place?
      • What did it consist of?
    • Feedback from the film
      • What did you find useful?
      • How could this information/knowledge be used in your own practice?
    • Main points
      • One-to-one therapy has no apparent advantages over lower-cost group activities
      • The film illustrates how teachers and coaches can contribute to therapy
      • Parents, carers and peers can also help
    • Learning outcome
      • You will understand the basic principles of collaboration with outside agencies
      Activity 4
    • Ray’s story: part 1
      • A student in year 7
      • Finds concentration difficult and can be disruptive
      • Often says he has a headache and sits on his own
      • His reading is three years behind his peers and his progress is slow despite extra help
      • Does not like contributing to oral work in class
      • Enjoys painting
    • Ray’s story: part 1 (continued…)
      • His mother and teacher have noticed that sometimes Ray does not seem to hear them
      • He sometimes stays away from school
      • The SENCO calls a meeting of everyone involved − which professionals did the SENCO contact after the meeting?
    • Ray’s story: part 2
      • The meeting, with Ray’s agreement, decided on a referral to the school’s EP and the EWO
      • The EP observed Ray in class and suggested to the teacher that Ray got help with his oral communication
      • The EWO talked to Ray and his mother: Ray said he found it hard to understand lessons, and his mother works long hours and cannot keep an eye on him all the time
      • What suggestions for further referral did the EP and the EWO make?
    • Ray’s story: part 3
      • The EP referred Ray to a paediatrician to check out his headaches and asked for a hearing test
      • Ray agreed to the EWO’s suggestion to attend a local arts centre, but does not always go
      • The paediatrician found no obvious cause for the headaches, although tension in class could contribute to them
      • The hearing test confirmed that Ray has normal hearing
      • Who did the EWO and the paediatrician bring in next?
    • Ray’s story: part 4
      • The EWO contacted an arts outreach officer − Ray expressed interest in some of the activities on offer and attended the first one
      • The paediatrician contacted the speech and language therapy service, and the SLT assessed Ray − she found that he has a significant receptive language impairment, which affects his ability to process oral language
    • Ray’s story: part 5
      • The SLT could:
      • explain the effects of Ray’s impairment on his learning
      • offer strategies to support him in lessons and to improve his communication
      • commit to attending regular meetings and monitoring Ray’s progress
      • advise on strategies and modifications to the curriculum
      • model strategies, if appropriate
      • work directly with Ray, if appropriate
    • Ray’s story: part 5 (continued…)
      • The SENCO could:
      • agree stra tegies to support Ray
      • collaborate on modifying the curriculum and setting appropriate objectives for Ray
      • try to attend meetings with the therapist
      • spend time checking that subject teachers and other adults working with Ray understand what should be done
      • work with others on Ray’s social involvement, particularly at breaks and lunchtimes
    • Ray’s story: a happy ending
      • Everyone played their part
      • Ray became more confident in lessons
      • He began to enjoy lessons and learning
      • He is taking up activities and producing some fine pieces of artwork
      • Both he and his mother say that he is much happier in school and that his results are improving
    • Learning outcome
      • You will gain insight into some school systems for meeting students’ medical and personal needs
      Activity 5
    • Learning outcomes
      • You will:
      • reflect on the key learning points from the session
      • identify key points of action to help you consolidate and apply your learnin g
      Activity 6