Inclusion Development Programme: An Overview

Dyslexia, Speech, Language and

Communication Needs

The Bercow ReportThe Bercow Report A Review of Services for Children with SLCNA Review of Services for Children with SLCN

Key themes:Key themes:• Communication is crucialCommunication is crucial• Early Identification and intervention are essentialEarly Identification and intervention are essential• A continuum of services designed around the A continuum of services designed around the

family is neededfamily is needed• Joint working is criticalJoint working is critical• The current system is characterised by high The current system is characterised by high

variability and a lack of equity.variability and a lack of equity.

Prevalence of speech, language Prevalence of speech, language and communication needsand communication needs

• In some parts of the country as many as 40–In some parts of the country as many as 40–50% of children have problems with speech, 50% of children have problems with speech, language and communication that could be language and communication that could be addressed through a universal offer and through addressed through a universal offer and through language rich environments. language rich environments.

• There is a separate group of children, around 5–There is a separate group of children, around 5–7% of the total population, who have SLCN 7% of the total population, who have SLCN arising from having a specific language arising from having a specific language impairment. Other children will have SLCN impairment. Other children will have SLCN arising from other impairments, e.g. children with arising from other impairments, e.g. children with autism, many with cerebral palsy and many with autism, many with cerebral palsy and many with learning disabilities.learning disabilities.

The Cost to the NationThe Cost to the Nation

Social Relationships and Personal Development

Criminal Activity

Educational attainment

Behavioural and Emotional

Development

Employment

Dyslexia –BDA ResearchDyslexia –BDA Research

• Approx 10% of the population is dyslexicApprox 10% of the population is dyslexic

• Around 4% are seriously affected, further 6% Around 4% are seriously affected, further 6% have moderate to mild problemshave moderate to mild problems

• Ratio of identified dyslexics 4:1 boys to girlsRatio of identified dyslexics 4:1 boys to girls

• Affects all levels of ability, all backgroundsAffects all levels of ability, all backgrounds

The Cost to the NationThe Cost to the Nation

‘‘Delay in supporting dyslexic pupils costs £1.8 Delay in supporting dyslexic pupils costs £1.8 billion a year ‘The Independent 16.5.08.billion a year ‘The Independent 16.5.08.

•Educational underachievement- £1.2 billionEducational underachievement- £1.2 billion•Pupil referral units- £64 millionPupil referral units- £64 million•Criminal Activity-£280 million on prisonsCriminal Activity-£280 million on prisons•Pupils expelled from school- £16 millionPupils expelled from school- £16 million•NHS drug treatments- £266 millionNHS drug treatments- £266 million

What is the IDP?What is the IDP?

A four year programme of continuing A four year programme of continuing professional development designed to increase professional development designed to increase the confidence and expertise of mainstream the confidence and expertise of mainstream practitioners in meeting high incidence SEN in practitioners in meeting high incidence SEN in mainstream settings.mainstream settings.

What is the purpose of the IDP?What is the purpose of the IDP?

Through engagement with the IDP, staff will Through engagement with the IDP, staff will be supported in developing both the skills and be supported in developing both the skills and knowledge to identify those pupils who may knowledge to identify those pupils who may be struggling as a result of a hidden disability be struggling as a result of a hidden disability and to use effective teaching strategies to and to use effective teaching strategies to meet their needs.meet their needs.

Further aims of the IDPFurther aims of the IDP

• To improve outcomes for pupils and narrow To improve outcomes for pupils and narrow attainment gapsattainment gaps

• To promote early recognition and intervention for To promote early recognition and intervention for pupils experiencing difficultiespupils experiencing difficulties

• To increase the confidence of all practitionersTo increase the confidence of all practitioners• To support schools and settings to become more To support schools and settings to become more

effective at strategic approaches to support and effective at strategic approaches to support and interventionintervention

Who does the IDP involve?Who does the IDP involve?

The DCSF expect all schools in mainstream The DCSF expect all schools in mainstream settings to set aside school development time settings to set aside school development time for all teaching staff to work through the IDP e-for all teaching staff to work through the IDP e-learning materialslearning materials

Teaching staff are expected to work Teaching staff are expected to work collaboratively to share knowledge and collaboratively to share knowledge and observations with each otherobservations with each other

What is the focus of the IDP?What is the focus of the IDP?

Year 1Year 1 : Dyslexia, speech, language and : Dyslexia, speech, language and communicationcommunication

Year 2Year 2 : Autistic spectrum disorders : Autistic spectrum disorders

Year 3Year 3 : Behaviour, emotional and social : Behaviour, emotional and social difficultiesdifficulties

Year 4Year 4 : Moderate learning difficulties : Moderate learning difficulties

IDP content: Dyslexia and SLCNIDP content: Dyslexia and SLCN

BarriersBarriers

What is dyslexia?What is dyslexia?

The barriers to learning for people withThe barriers to learning for people with

dyslexiadyslexia

What is SLCN?What is SLCN?

The barriers to learning for people withThe barriers to learning for people with

SLCNSLCN

IDP content: Dyslexia and SLCNIDP content: Dyslexia and SLCN

Overcoming Barriers: DyslexiaOvercoming Barriers: Dyslexia

• Identification of pupils on the dyslexia continuumIdentification of pupils on the dyslexia continuum• Making adjustments to include learners with Making adjustments to include learners with

dyslexiadyslexia• Strategies and resources for recording Strategies and resources for recording

understanding and knowledgeunderstanding and knowledge• The dyslexia inclusive schoolThe dyslexia inclusive school• Implications for planning: dyslexiaImplications for planning: dyslexia

IDP content: Dyslexia and SLCNIDP content: Dyslexia and SLCN

Overcoming Barriers: SLCNOvercoming Barriers: SLCN

• Identification of pupils with SLCNIdentification of pupils with SLCN• Making adjustments to include pupils with SLCNMaking adjustments to include pupils with SLCN• Strategies and resources to enhance pupils Strategies and resources to enhance pupils

expression, demonstration and recording of expression, demonstration and recording of understanding and knowledgeunderstanding and knowledge

• The communication inclusive schoolThe communication inclusive school• Implications for planning: SLCNImplications for planning: SLCN

The IDP ProcessThe IDP Process• Log on to Log on to http://www.standards.http://www.standards.dcsfdcsf..govgov..ukuk

/primary/features/inclusion//primary/features/inclusion/sensen//idpidp

• Use the self-evaluation for dyslexia Use the self-evaluation for dyslexia andand SCLN to SCLN to ascertain current levels of skill and understanding ascertain current levels of skill and understanding in these areasin these areas

• Develop an IDP action plan based on initial Develop an IDP action plan based on initial evaluations evaluations

• Set aside appropriate time to address staff Set aside appropriate time to address staff training needs (between one and two terms)training needs (between one and two terms)

• Evaluation of processEvaluation of process

Remember the IDP is not Remember the IDP is not intended to be worked through intended to be worked through

in a linear fashion – staff in a linear fashion – staff should use the programme to should use the programme to

meet their identified needsmeet their identified needs

Initial self-evaluationInitial self-evaluation

• Two self-evaluations need to be completed: Two self-evaluations need to be completed: dyslexia and SLCNdyslexia and SLCN

• 9 categories of skills and knowledge9 categories of skills and knowledge• Developmental modelDevelopmental model• Individual and whole school Individual and whole school • EvidenceEvidence• Performance managementPerformance management

Longer term evaluationLonger term evaluation

• Are all staff able to identify pupils withAre all staff able to identify pupils with

dyslexia and SLCN needs?dyslexia and SLCN needs?

• Are all staff using effective teaching strategies at Are all staff using effective teaching strategies at ‘Wave One’ to address the needs of dyslexic ‘Wave One’ to address the needs of dyslexic and SLCN learners?and SLCN learners?

• What impact has the IDP had on pupil What impact has the IDP had on pupil achievement?achievement?

SIS Inclusion Team:SIS Inclusion Team:What support can we offer?What support can we offer?

• Inclusion/Teaching Children TalkingInclusion/Teaching Children Talking::• Communication Difficulties, the Classroom and Communication Difficulties, the Classroom and

the Curriculum KS1,2 and 3 – train lead person.the Curriculum KS1,2 and 3 – train lead person.• Learning Together, Working Together Learning Together, Working Together

(Foundation Stage)(Foundation Stage)• Listening and Attention/Phonological Awareness – Listening and Attention/Phonological Awareness –

staff meetings (KS1 and KS2)staff meetings (KS1 and KS2)• Language for Thinking/Speaking and Listening Language for Thinking/Speaking and Listening

through Narrative – pm training for teaching through Narrative – pm training for teaching assistants and lead teacher(KS1 and 2). assistants and lead teacher(KS1 and 2).

• Training for TAs in Y7 pilot project.Training for TAs in Y7 pilot project.

SENSS:SENSS:What support can we offer?What support can we offer?

• One free session to all schools to support them One free session to all schools to support them with the IDP (information gathering, planning, with the IDP (information gathering, planning, identifying and meeting needs)identifying and meeting needs)

• SLA can be used to provide further supportSLA can be used to provide further support• Three half day central training sessions on the 9 Three half day central training sessions on the 9

categories of IDP skills and knowledge for categories of IDP skills and knowledge for dyslexiadyslexia

• Dyslexia friendly schools accreditationDyslexia friendly schools accreditation

Any questions?Any questions?