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Inclusion Development Programme

Inclusion Development Programme

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Inclusion Development Programme

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Presentation Transcript

  1. Inclusion Development Programme Introduction to the Materials

  2. Aim of IDP • To support schools in raising attainment of pupils with SEN • To increase staff awareness of strategies

  3. Why? • Comes from “Removing Barriers to Achievement” which promised to : • Provide CPD in SEN to all mainstream practitioners • Increase confidence and expertise in meeting high incidence SEN

  4. Scope of IDP • 4 year programme • Speech, language and communication & Dyslexia • Autistic Spectrum Disorder • Emotional, behavioural, social development • Moderate learning difficulties

  5. Year One • Materials include those developed by ICAN and Dyslexia Action • There is an established link between SLCN and dyslexia

  6. Implementation • Expectation that all mainstream practitioners will complete, but: • Not statutory • No funding to support the implementation in schools • Not a SENCO resource, but aimed at leadership teams

  7. Process • Complete school self evaluation audit • Devise IDP action plan • Training using the IDP materials • Should be completed in 1-2 terms

  8. Self Evaluation Tools • 2 staff self evaluation tools: the achievement of pupils with dyslexia and the achievement of pupils with SLCN • Designed for collecting information about foundation level knowledge and skills, not specialist qualifications or experience • Carried out over time and cumulative • Can save evidence on line

  9. The Materials • Accessed through internet or DVD • Not aimed at SENCO but at head teachers and leadership teams • Contains primary and secondary resources, video, glossary, library of resources and links to previous National Strategy materials and range of materials to support SLCN and dyslexia

  10. Content

  11. Overview of SLCN What is a SLCN? What are specific learning difficulties? Content Map Background Information for headteachers and leadership teams FLK = Foundation Level Knowledge

  12. Content Map Barriers What is dyslexia? Barriers to learning What is SLCN? Barriers to learning

  13. Content Map Overcoming Barriers Identification of pupils Making adjustments Strategies and resources The dyslexia inclusive school Implications for planning Identification of pupils Making adjustments Strategies and resources The communication inclusive school Implications for planning

  14. Categories in Self Evaluation • Identifying need • Knowledge of pupils • Taking and incorporating advice • Knowledge of barriers to learning • Making adjustments to planning • Use of pupil voice • Tracking, assessment and monitoring of pupil progress • Collaboration with colleagues to improve practice • Making good progress

  15. Self Evaluation Skills and Knowledge • Focusing • Developing • Establishing • Enhancing