Learning environment and partnerships Special educational  needs and/or disabilities Training toolkit Working in partnersh...
<ul><li>“ Some parents were assertive and had learnt painfully through dealing with bureaucracies to make demands and… not...
Parents/carers of students with SEN and/or disabilities: extra pressures <ul><li>Face higher costs </li></ul><ul><li>More ...
Learning outcomes <ul><li>You  will:  </li></ul><ul><li>understa nd the importance of effective communication with parents...
Learning outcomes  (continued…) <ul><li>You  will:  </li></ul><ul><li>understand how  to develop effective channels of com...
Learning outcome <ul><li>You will be aware of the range of activities that  contribute to effective partnerships between p...
Parents’/carers’ concerns at transition <ul><li>When their children started secondary school, parents  </li></ul><ul><li>w...
Learning outcome <ul><li>You will understand what factors can help to build effective partnerships between parents/carers ...
Learning outcome <ul><li>You will understand the positive impact of parents/carers  being involved in their child’s educat...
The importance of involving parents/carers <ul><li>What effect does the involvement of parents/carers at primary school ha...
Involving parents/carers in their  child’s education… <ul><li>…  has been shown to have a positive effect on reading at pr...
The power of parents’/carers’ involvement  <ul><li>Desforges and Abouchaar found that: </li></ul><ul><li>“ Parental involv...
Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the impact o f different ways of conducting meetings with...
Structuring the meeting <ul><li>Allow enough time for discussion </li></ul><ul><li>Prepare any materials needed </li></ul>...
Effective meetings <ul><li>Adopt a friendly and businesslike approach − ready to do what needs to be done </li></ul><ul><l...
Learning outcomes <ul><li>You will  understand : </li></ul><ul><li>the role of schools and local authorities in parent par...
Education Act 1996 <ul><li>The Act requires schools to: </li></ul><ul><li>use their best endeavours to make appropriate pr...
Parents/carers and SEN procedures <ul><li>Parents/carers: </li></ul><ul><li>can request a statutory assessment </li></ul><...
Disability Discrimination Acts 1995  and 2005 <ul><li>Schools and local authorities must: </li></ul><ul><li>promote disabi...
Disability Discrimination Acts 1995  and 2005 <ul><li>Parents can: </li></ul><ul><li>take claims of discrimination to the ...
Duties on local authorities <ul><li>To identify, assess and provide, where necessary </li></ul><ul><li>To provide and publ...
Duties on local authorities  (continued…) <ul><li>To publish the responsibilities of schools and the local authority for f...
Outside mainstream education <ul><li>A local authority need not place a student with a  </li></ul><ul><li>statement in a m...
Outside mainstream education   (continued…) <ul><li>Where a parent asks for a particular school the local  </li></ul><ul><...
Learning outcome <ul><li>You will learn how to produce parent-friendly information </li></ul>Activity 6
Information for parents/carers <ul><li>Your leaflet should: </li></ul><ul><li>include the key information </li></ul><ul><l...
Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on y our learning </li></ul><ul><li>identify poin ts for act...
The case for effective partnership with parents/carers <ul><li>Legal requirements </li></ul><ul><li>Practical benefits </l...
Practical benefits <ul><li>The school gains from the parent’s/carer’s knowledge  of their child </li></ul><ul><li>Earlier ...
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Working In Partnership With Parents And Carers - Session Fifteen

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

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Working In Partnership With Parents And Carers - Session Fifteen

  1. 1. Learning environment and partnerships Special educational needs and/or disabilities Training toolkit Working in partnership with parents/carers Session 15
  2. 2. <ul><li>“ Some parents were assertive and had learnt painfully through dealing with bureaucracies to make demands and… not to take no for an answer, but there were others who confessed to being too intimidated to approach the school and ask for help. </li></ul><ul><li>“ Some, who themselves had a bad experience at school, said they lacked confidence to deal with teachers and drew attention to the imbalance in the power relationship.” </li></ul><ul><li>J MacBeath et al, 2006, The Costs of Inclusion </li></ul>
  3. 3. Parents/carers of students with SEN and/or disabilities: extra pressures <ul><li>Face higher costs </li></ul><ul><li>More likely to be in, or on the margins of, poverty </li></ul><ul><li>Mothers are less likely to be in work </li></ul><ul><li>More likely to experience marital breakdown </li></ul>
  4. 4. Learning outcomes <ul><li>You will: </li></ul><ul><li>understa nd the importance of effective communication with parents/carers and the knowledge they bring to discussions about their child’s learning </li></ul><ul><li>know how to involve parents/carers in their child’s education, in school and at home </li></ul>
  5. 5. Learning outcomes (continued…) <ul><li>You will: </li></ul><ul><li>understand how to develop effective channels of communication between home and school </li></ul><ul><li>know the statutory responsibilities and rights of parents/carers and teachers, and the boundaries of the two roles </li></ul>
  6. 6. Learning outcome <ul><li>You will be aware of the range of activities that contribute to effective partnerships between parents/carers and schools, particularly for students with SEN and/or disabilities </li></ul>Activity 1
  7. 7. Parents’/carers’ concerns at transition <ul><li>When their children started secondary school, parents </li></ul><ul><li>worried about: </li></ul><ul><li>bullyi ng – 53 per cent </li></ul><ul><li>drinking/drugs/smoking – 20 per cent </li></ul><ul><li>happiness – 17 per cent </li></ul><ul><li>making friends – 15 per cent </li></ul><ul><li>peer pressure – 13 per cent </li></ul><ul><li>getting in with the wrong crowd – 13 per cent </li></ul><ul><li>doing well a cademically – 11 per cent </li></ul><ul><li>Mori survey, 2006 </li></ul>
  8. 8. Learning outcome <ul><li>You will understand what factors can help to build effective partnerships between parents/carers and schools </li></ul>Activity 2
  9. 9. Learning outcome <ul><li>You will understand the positive impact of parents/carers being involved in their child’s education </li></ul>Activity 3
  10. 10. The importance of involving parents/carers <ul><li>What effect does the involvement of parents/carers at primary school have on reading development? </li></ul><ul><li>What effect does the involvement of parents/carers at secondary school have on reading development? </li></ul><ul><li>Find a statement from the Desforges and Abouchaar review that indicates that parental involvement has a more powerful influence on learning than many other factors </li></ul>
  11. 11. Involving parents/carers in their child’s education… <ul><li>… has been shown to have a positive effect on reading at primary school and a weaker, but still significant, impact on reading at secondary school </li></ul>
  12. 12. The power of parents’/carers’ involvement <ul><li>Desforges and Abouchaar found that: </li></ul><ul><li>“ Parental involvement in a child’s schooling, for a child between the ages of seven and 16, is a more powerful force than family background, size of family and level of parental education” </li></ul><ul><li>DfES Research Report 433, 2003 </li></ul>
  13. 13. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the impact o f different ways of conducting meetings with parents/carers </li></ul><ul><li>key elements of successful meetings with parents/carers </li></ul>Activity 4
  14. 14. Structuring the meeting <ul><li>Allow enough time for discussion </li></ul><ul><li>Prepare any materials needed </li></ul><ul><li>Invite a friend of the parent/carer, or the ‘named person’, if appropriate </li></ul><ul><li>List action points </li></ul><ul><li>Schedule a time for review </li></ul>
  15. 15. Effective meetings <ul><li>Adopt a friendly and businesslike approach − ready to do what needs to be done </li></ul><ul><li>Value the parent’s/carer’s and student’s contributions </li></ul><ul><li>Choose language carefully, and avoid jargon </li></ul><ul><li>Consider the parent’s/carer’s access needs, eg in terms of language or communication </li></ul>
  16. 16. Learning outcomes <ul><li>You will understand : </li></ul><ul><li>the role of schools and local authorities in parent partnership </li></ul><ul><li>that the statutory requirements and guidance are designed to infor m, support and involve parents/carers </li></ul>Activity 5
  17. 17. Education Act 1996 <ul><li>The Act requires schools to: </li></ul><ul><li>use their best endeavours to make appropriate provision for students with SEN and/or a disability </li></ul><ul><li>publish and review an SEN policy </li></ul><ul><li>inform parents/carers of the provision being made </li></ul><ul><li>‘ have regard’ to the SEN Code of Practice </li></ul>
  18. 18. Parents/carers and SEN procedures <ul><li>Parents/carers: </li></ul><ul><li>can request a statutory assessment </li></ul><ul><li>must be consulted about statutory assessment </li></ul><ul><li>can submit their views </li></ul><ul><li>can ask for a particular school </li></ul><ul><li>can appeal against the decision of the local authority </li></ul>
  19. 19. Disability Discrimination Acts 1995 and 2005 <ul><li>Schools and local authorities must: </li></ul><ul><li>promote disability equality </li></ul><ul><li>not treat disabled students less favourably </li></ul><ul><li>make reasonable adjustments for disabled students </li></ul><ul><li>draw up and implement a disability equality scheme </li></ul>
  20. 20. Disability Discrimination Acts 1995 and 2005 <ul><li>Parents can: </li></ul><ul><li>take claims of discrimination to the Special Educational Needs and Disability Panel (SENDISP), and </li></ul><ul><li>ask for mediation to resolve disputes </li></ul>
  21. 21. Duties on local authorities <ul><li>To identify, assess and provide, where necessary </li></ul><ul><li>To provide and publicise a parent partnership service </li></ul><ul><li>To have regard to the SEN Code of Practice </li></ul>
  22. 22. Duties on local authorities (continued…) <ul><li>To publish the responsibilities of schools and the local authority for funding provision for SEN </li></ul><ul><li>To provide education for students with SEN in mainstream schools, except under certain conditions </li></ul>
  23. 23. Outside mainstream education <ul><li>A local authority need not place a student with a </li></ul><ul><li>statement in a mainstream school if it is: </li></ul><ul><li>against the p arents’/carers’ wishes, or </li></ul><ul><li>incompatible with the efficient education of other pupils (and there are no reas onable steps to prevent this) </li></ul><ul><li>Education Act 1996, Schedule 27 </li></ul>
  24. 24. Outside mainstream education (continued…) <ul><li>Where a parent asks for a particular school the local </li></ul><ul><li>authority must name it in the pupil’s statement unless </li></ul><ul><li>it would be: </li></ul><ul><li>unsuitable for the pupil’s age, ability, aptitude or SEN </li></ul><ul><li>incompatible with the efficient education of other pupils, or </li></ul><ul><li>an inefficient use of their resources </li></ul><ul><li>Education Act 1996, Schedule 27 </li></ul>
  25. 25. Learning outcome <ul><li>You will learn how to produce parent-friendly information </li></ul>Activity 6
  26. 26. Information for parents/carers <ul><li>Your leaflet should: </li></ul><ul><li>include the key information </li></ul><ul><li>use parent-friendly language </li></ul><ul><li>have accessible design and layout </li></ul><ul><li>explain how parents/carers can give feedback on the leaflet </li></ul><ul><li>give a first contact point for further information </li></ul>
  27. 27. Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on y our learning </li></ul><ul><li>identify poin ts for action for yourself </li></ul>Activity 7
  28. 28. The case for effective partnership with parents/carers <ul><li>Legal requirements </li></ul><ul><li>Practical benefits </li></ul>
  29. 29. Practical benefits <ul><li>The school gains from the parent’s/carer’s knowledge of their child </li></ul><ul><li>Earlier identification of students’ needs </li></ul><ul><li>Better informed response to needs </li></ul><ul><li>Joint approaches between home and school </li></ul><ul><li>Greater confidence for teachers and parents/carers </li></ul><ul><li>Better outcomes </li></ul>

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