Inclusion: Introduction to SEND for Teachers (England) IN209

This course has been revised to reflect the changes in SEND provision required by the Reasonable Adjustments for disabled pupils duties introduced in the Equality Act and the new SEN provision introduced in the 2014 Children and Families Act and the 2015 SEND Code of Practice 0-25.

This course will be invaluable to all mainstream classroom teachers who are addressing the needs of pupils who have special educational needs and/or disabilities (SEND) on a daily basis. 

It provides information on relevant legislation as it affects schools and individuals, explores specific conditions that impact on learning such as dyslexia and ADHD, reviews barriers to learning in the curriculum and considers the impact of challenging behaviour on all learners.

Section 1   Overview

This short section provides a brief overview of the whole course to enable participants to plan their time and prepare for Section 2.

Section 2   Legislation

This section introduces national initiatives and recent legislation relevant to Inclusion, Special Educational Needs and Disability – and introduces the 2015 SEND Code of Practice 0-25, the Local Offer and the school SEN Report.

Section 3   Barriers to Learning

This section, in 9 short parts with a short introduction to barriers to learning, explores the impact on learning of:

  • dyslexia
  • ADHD
  • dyspraxia
  • dyscalculia
  • autistic spectrum disorders (ASD)
  • challenging behaviour
  • physical/sensory impairment
  • speech/language/communication and other barriers to learning
  • individualising the curriculum

Each short part also considers some strategies to support these conditions in the classroom.  Part 8 concludes with a review of other barriers to learning and part 9 considers delivery of the curriculum in an inclusive way – including the use of ICT.
Section 4  Identification of SEN

This 4-part section, which reviews assessment in terms of Assessment for Learning explores the purpose of assessment and considers different types of assessment. Separate parts provide a closer look at:

  • standardised testing
  • diagnostic testing
  • classroom observation

Some classroom observation instruments that may be used to help identify barriers to learning within the curriculum and additional needs in the classroom are provided.

Section 5   SEND Support within the school

This section explores arrangements commonly in place within schools to support learners who have SEND. It includes information about the Local Offer and the graduated approach to meeting SEN in the mainstream classroom – Assess – Plan – Do – Review and looks in more depth at:

  • social and pastoral support for pupils with SEND
  • roles of the SENCO and SEN/learning support teachers
  • roles of teaching/learning support assistant teams
  • partnership with parents

Section 6   The Roles of Partner Agencies 

In this section you will explore the roles of various services that may be listed in the Local Offer and/or school SEN Report.  These include:

  • Educational Psychologists
  • specialist training of school’s SEND staff
  • visiting and outreach teaching services including specialists in sensory impairments
  • healthcare providers
  • advisory services/voluntary agencies
  • EAL support

The role of parents in identifying and supporting children with SEND will also be reviewed.

Course members are encouraged to explore provision in the context of their own schools and Local Offers and to identify regional differences.

Section 7  Planning Frameworks to Support Learning

This section explores the different planning frameworks available for pupils who have SEND, the criteria that inform the type of plan required and information about the SEND support planning process,  personalised learning and the graduated approach to meeting needs.  Planning/support frameworks include:

  • SEN Support Plans
  • Individual Education Plans
  • Education, Health and Care Plans
  • Arrangments for resolving disagreements

Examples of good practice across the country are identified.  Course members are asked to find out about provision with their own schools and their authorities’ Local Offers.

Section 8  Arrangements for Assessments

This short 2 part section explores the arrangements (reasonable adjustments) available for candidates with SEN and/or disability in assessments and examinations:

  • Access arrangements
  • Reasonable adjustments
  • Special circumstances

The criteria to be met for eligibility to access arrangements are reviewed and some examples of reasonable adjustments and available arrangements are explored.  Course members are asked to identify provision within their own schools and authorities. (Note: Course materials cover National Assessments at KS1 & KS2 and General and Vocational qualifications.)

For those who wish to apply the knowledge they have gained in this course, the follow up course Developing a Pupil Profile is recommended. This course includes practical classroom activities and offers the opportunity for course members to submit the profiles they have developed to course tutors for comment.

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