Download - Enabling Environments
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EV681 Pedagogy, Principles and
Practice in Early Childhood
Session 5 Enabling Environments
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Behaviour clips
Reflections
What helped the teachers establish the
positive learning culture that they sought?
Are there other ways?
What might you take away from these clips for
your own practice?
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Chapter 8 Alexander reading
What does Alexander mean by theincompatibility of fairness, inclusion andeffectiveness? (p110)
What are your thoughts on statistics being likea mirror reflecting the level of inclusiveness insociety? (p117)
differences are never neutral; doesdifferent have to mean disadvantaged?(p115/p124)
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Enabling Environments
Children learn and develop in
environments in which their
experiences respond to their individualneeds . . . (DfE, Statutory Framework
for the EYFS, p3)
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Bronfenbrenners bio-ecological
model, 1989
Microsystem
Mesosystem
Exosystem Macrosystem
http://www.youtube.com/watch?v=me7103oIE-g
http://www.youtube.com/watch?v=me7103oIE-ghttp://www.youtube.com/watch?v=me7103oIE-ghttp://www.youtube.com/watch?v=me7103oIE-ghttp://www.youtube.com/watch?v=me7103oIE-ghttp://www.youtube.com/watch?v=me7103oIE-g -
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Inclusion (discrimination)
Treating every child as an individual
Striving to include ALL children, celebrating theirdifferences
All children are happy and enabled to reach their full
potential Overcoming barriers
A never-ending process
Reducing barriers to learning
A philosophy which benefits a whole community byvaluing the role of each individual
Is a right see UNCRC
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Bart Struggles at School
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Why do we want to
include all learners?Teachers Standard 5
Adapt teaching to respond to the strengthsand needs of all pupils
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Learning
Objectives
Setting suitablelearning challengesAccess
Overcoming
potential barriers
to learning
Teaching styles
Responding tochildrens diverse
needs
Inclusion
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New National Curriculum Inclusion
statementSetting suitable challenges
4.1 Teachers should set high expectations for every pupil. Theyshould plan stretching work for pupils whose attainment issignificantly above the expected standard. They have an evengreater obligation to plan lessons for pupils who have low levels
of prior attainment or come from disadvantaged backgrounds.Teachers should use appropriate assessment to set targetswhich are deliberately ambitious.
Responding to pupils needs and overcoming potential barriers forindividuals and groups of pupils
4.2 Teachers should take account of their duties under equal
opportunities legislation that covers race, disability, sex, religionor belief, sexual orientation, pregnancy and maternity, and
gender reassignment.
https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum p8
https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumhttps://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum -
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Early Years Foundation Stage (2012)
Children have a right, spelled out in the UnitedNations Convention on the Rights of the Child,
to provision which enables them to develop
their personalities, talents and abilitiesirrespective of ethnicity, culture or religion,
home language, family background, learningdifficulties, disabilities or gender.
(Development Matters, 2012, p1)
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Creating an Enabling Environment
Learning objective what do wewant the child to learn?
Access how is the child going toaccess this learning?
Teaching style how can I adapt my
pedagogy to support the childslearning?
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1. Choosing learning objectives
Sometimes children with SEN and/or disabilitiescan follow the same learning objectives as the
class or year group
Sometimes they will need learning objectives thatare linked to the class topic, but from earlier in
the progression
Sometimes children with SEN and/or disabilitiesneed individual objectives that meet their
particular needs different from those of the rest
of the class
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Differentiation
Compensatory or complementary Two underpinning principles:
grounded in the childs skills and aptitudes, notability
the learning process, not the product is theteaching focus
4 types (in Eaude, 2011, p148)
task outcome
support
questioning
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P scales
Provide a map of attainment below level 1 inthe National Curriculum
Provide a way of assessing pupils
achievement below level 1 of the NationalCurriculum
Used once or twice a year to decide on a
pupils next steps in learning
http://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscalesmaths.pdf
http://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscalesmaths.pdfhttp://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscalesmaths.pdfhttp://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscalesmaths.pdfhttp://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscalesmaths.pdfhttp://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscalesmaths.pdf -
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2. Access
Look at Developing access to an inclusive
learning environment sheet
Discuss what could go where to support
inclusive practice
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We should be aiming to remove
barriers that prevent ANY child
from accessing learning in theirenvironment
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Watch the clip - Mara
After viewing the film, discuss briefly with
a friend the strategies and approaches
you saw on the film that would supportinclusive practice.
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What legislation is currently in place
for supporting the inclusion of all
learners including those with SEND?
http://www.brighton.ac.uk/educatio
n/environment/resources/sen.php?PageId=312
http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312 -
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Pre-SEN: Teacher concerns
Adequate progress
SEN Code of Practice
School Action
If you as teacher identify a child with SEN, and you have
to provide intervention additional to or different from
those provided as part of the school's usual differentiatedcurriculum then the child should move to School Action.
Provision will include the writing of an IEP (Individual
Education Plan) for the pupil.Source: DfES (2001) Special Educational Needs Code of Practice, [Online] Address: http://www.teachernet.gov.uk/_doc/3724/SENCodeOfPractice.pdf (Access Date:
14th September 2009)
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SEN Code of Practice
School Action Plus
School Action Plus is the next stage in the SEN
support and assessment process, whenexternal services are involved. At this stage,
the school SENCo will become more involved,
arranging meetings, external involvement andassessment, and will write the IEP.
Source: DfES (2001) Special Educational Needs Code of Practice, [Online] Address: http://www.teachernet.gov.uk/_doc/3724/SENCodeOfPractice.pdf (Access Date:14th September 2009)
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SEN Code of Practice
Statements of Special Educational Need - Statutory
Assessment
The special educational needs of the majority of children
should be met effectively through School Action and
School Action Plus. However, in a small number of cases,
where the child is still a significant cause for concern after
intervention in School Action Plus, the school will ask theLEA for a Statutory Assessment, which may lead to a
Statement of Special Educational Need being issued.
Source: DfES (2001) Special Educational Needs Code of Practice, [Online] Address: http://www.teachernet.gov.uk/_doc/3724/SENCodeOfPractice.pdf (Access Date:14th September 2009)
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We wi l l remove the bias towards
inc lus ion and p ropose to strengthen
parenta l choice by impro v ing the
range and d ivers i ty of scho ols f rom
wh ich parents can ch oose, making
sure they are aware of the op t ions
available to them and by changin g
statutory g uidance for local
authorities.
Source: DfE (2011) Support and aspiration: A new approach to special educational needs and disability, [Online] Address:http://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf
Single category of SEN
Single assessment process
Education, Health and Care plan
(statutory protection)
More transparency for parents
Personal budgets for parents (2014)Improve the range and diversity of
schools from which parents can choose
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New SEND system (The Childrens and Families Bill) andnew National Curriculum Inclusion Statement
The legislation will draw on lessons learnt from the
pathfinders. Building on the reforms to the healthservices and drawing on the recommendations of theChildren and Young Peoples Health Outcomes Forum;
It will include provision to ensure that services fordisabled children and young people and those withspecial educational needs are planned andcommissioned jointly and that there are clear duties onall of the agencies involved;
Lessons learned from the pathfinders and the
evaluation will inform how the reforms areimplemented, subject of course to legislation securingParliamentary approval.
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Timescales
During 2013 Outline Regulations and newCode of Practice
Spring 2014 Royal Assent
September 2014 Implementation
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The new Education and Health Care Plan
Will replace the statement (and be implemented in2014)
It looks like it will be more of an education plan asthere is a question mark over the statutory
responsibility of health professionals to be involved. No time frame for when the EHCP should be
completed as there was with the statement.
Applies only to children with SEN not to children with
disabilities! What is stated in the EHCP is not legally binding!
There will be no equivalent of School Action orSchool Action Plus
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Follow-up suggestions
Read the article from Edmond and Price
(hand-out) to reassert todays themes
SBT1 task: find out about systems, procedures
and polices for safeguarding and well-being
SEND profile child?
Has your group found its theme for the
assignment yet?