EV402 Session 3


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EV402 Session 3

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  • Generate own success criteria from these learning objectives (useful strategy to engage all learners; who might need support with this?)
  • Will begin with something lighthearted but something to get us thinking. Begin with Simpsons clip – what questions does this raise for you re inclusion and SEN?Start at 9.40 watch until 11.50
  • Is there anything here which surprises you?Engage and discuss briefly. This is the message we need to keep on giving them all the way through the course.
  • Discuss. What is your response to this quote by Florian?Do they feel some responsibility therefore in developing their thinking around what inclusion is, what learning difficulties are, the nature of diversity?Show Florian research and discuss research that states the importance of attitudes, perspectives.Mix up groups – take your thoughts from post-it sticker (written at beginning of session) to a new group and use this as a discussion point – choose one person to lead discussion in each group. I will choose one other person to feed back. Think about your own experience of inclusive education. You may need to identify who was to be ‘included’ in these situations or definitions. Once you have done this, consider why such inclusion mattered and for whom it was important.You could then reflect on how your experience of inclusion compares with what you believe inclusion should be about.
  • 3 definitions –Do you agree with them? What are the key words in these definitions? How are these related to classroom practice? Discussion. Be ready to feed back.Re-read the definitions above, compare them with your own ideas, then note down your own definition of ‘inclusive education’. Who is being included? What key words would you include in your definition? Does this differ from the experiences of inclusion that you have encountered or read about?
  • After briefly discussing the 2 ‘Profile of Inclusive Teachers’ slides, ask students to try and answer these questions based on their reading, any practice experience and their discussions so far.What can they do to support themselves in this?
  • (Reflect in your micro-planning and on placement how you can use the child’s voice to inform your planning).
  • This is a useful exercise to do with the children as it supports vocabulary development. Particularly useful to generate a set of symbols at the beginning of a topic. No need to be good at drawing, it is the cognitive process you go through in order to do this; supports auditory memory.
  • Discuss: What does ‘Professionalism’ mean to you? What sorts of things do you need to consider to be professional when you are on placement?ClothingSocial MediaPunctualityLanguageChild protection – taking images, sharing concerns (knowing where to go)Professionalism – confidentiality – e.g. information you put in your file, not discussing children and staff outside of schoolBeing pro-active, asking questions (but at the right time), showing respect for others’ knowledge and understanding, recognising that they are just beginning
  • To qualify as a teacher you must be awarded QTS from the Teaching Agency. The TA stipulates that we (university) must assess trainees against the standards which define the minimum level of practice expected. These standards are used again to assess an NQT’s performance at the end of their induction period.Towards the end of the course all evidence presented against the Teaching Standards through your e-portfolio will be scrutinized by your tutors.If there is strong evidence against each standard it will be recommended that you should be awarded QTS. The standards consist of ….A preamble- Part 1 and part 2Part 1 is the 8 standards and part 2 is the professional code of conductYou need to pass both by gathering evidence that you have addressed these. This will be done through your e-portfolioHand-out standards and allow student to read.
  • Your e-portfolio is ….…a summative collection of evidence (AoL) (PA-PB-PC) which document your grades on placement and academic feedback/marks from assignments.….formative (AfL) in the the above feedback mechanism provide valuable guidance indentifying your strengths and areas for development. They inform your targets, help to plan actions and support you in reviewing your progress. Out of this you can identify evidence that shows that you are meeting the standards.Your ability to critically reflect on this process, analyze and evaluate your learning, take responsibility for your own PD is at the center of this.This is Assessment as learning- your involvement and participation are in the above cycle is vital. It is what you do with the judgments and advice that dictates how actively you engage with the learning process. Through the e-portfolio we want to foster and encourage you to develop your capacity to to self-assess and self regulate, to set up habits that will sustain you in the future in an ever changing professional context. The assessment activities of PAP, professional reflection and collecting evidence are interconnected with your learning, it is assessment as learning. Students will return to this slide at the beginning of the next Support Tutor meeting w/c 24/2
  • EV402 Session 3

    2. 2. LEARNING OBJECTIVES • To begin to explore own attitudes to inclusive education • To identify some key strategies to support all learners • To identify some key components of ‘professionalism’ • To understand the nature and purpose of the Teaching Standards
    3. 3. DISCUSS Write three questions or thoughts or surprises or something new from your readings this week. Add to post-its. Curtis, W., and Pettigrew, A. (2010) ‘Special Educational Needs and Inclusive Education’ in Education Studies. Reflective Reader Exeter: Learning Matters & EADSNE (2013) ‘Profile of Inclusive Teachers’
    4. 4. OUR PHILOSOPHY We aim for you to have sufficient confidence when you reach the end of the course to begin your professional journey into understanding how to implement inclusive practice. Your learning will be from your school experiences as well as here at the university. We do not expect you to know everything about autism or SLCNs or dyslexia or EAL but you will understand that you need to be proactive in finding out from colleagues, from other professionals from written and online sources. You will be part of a team and above all you will need to be flexible, openminded and able to manage change. Continuous learning is essential.
    5. 5. Research has shown they [teachers] are very well placed as individuals to change the way they work in their own classrooms even within the constraints of national curricula and systems of assessment. Regardless of school structures and their positions within them, teachers are free to think differently about the nature of the problem of ‘learning difficulties’ and the responses that they might make when students encounter barriers to learning. Florian, L. (2008), INCLUSION: Special or inclusive education: future trends. British Journal of Special Education, 35: 202–208
    6. 6. WHAT IS INCLUSION? WHAT DOES IT MEAN? ‘An ongoing process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination’ (UNESCO, 2008). ‘Inclusion requires teachers to accept the responsibility for creating schools in which all children can learn and feel they belong…promoting participation and reducing exclusion’ (Florian and Rouse, 2011). ‘a never-ending process of increasing participation for everyone…[ensuring] that education systems and settings are developed to be responsive to diversity (Booth, 2011).
    7. 7. PROFILE OF INCLUSIVE TEACHERS: CORE VALUES • Valuing learner diversity (learner difference a resource and asset) • Supporting all learner (high expectations for all) • Working with others (Collaboration and team work) • Continuing personal and professional development (Teaching and learning activity)
    8. 8. PROFILE OF INCLUSIVE TEACHERS: CORE VALUES • Attitudes – What does and inclusive teacher need to believe? What might a non-inclusive teacher believe? • Knowledge – What does a non-inclusive teacher need to know? • Skills – What does an inclusive teacher need to be able to do?
    9. 9. KELLY – CASE STUDY Was Kelly receiving an ‘inclusive education’? Discuss. How could the school have improved the teaching and learning for Kelly?
    10. 10. A REMINDER OF THE POLICY CONTEXT So what’s new from 2014? • Entitlement beyond 19… to 25 • Greater participation of parents and children • Education, Health and Care plans to replace statements of SEN (Single Plan) • Option of personal budget • Local Offer • Better joint commissioning of services
    11. 11. INCLUSION SYMBOL Generate a symbol to represent inclusion. Do this individually on a post it. What did you have to think about in order to do this? What was the cognitive process?
    13. 13. TEACHING STANDARDS What do you know about these already? Who are they for? Why are they important to you?
    14. 14. Targets Evidence Professional reflections against TS Review Actions