Essential Guides for Early Career Teachers: Special Educational Needs and Disability. Anita Devi
Practice 2015 (Chapter 6). While these are dealt with separately, it is important to keep in mind the overlap, as shown in Figure 1.6.
These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time. For instance, speech, language and communication needs can also be a feature of a number of other areas of SEN, and children and young people with an Autistic Spectrum Disorder (ASD) may have needs across all areas, including particular sensory requirements. A detailed assessment of need should ensure that the full range of an individual’s needs is identified, not simply the primary need. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well evidenced interventions targeted at their areas of difficulty and where necessary specialist equipment or software.
(DfE and DoH, 2015, p 97)
Figure 1.6 Four broad areas of need
Now what?
Practical task
•Revisit your responses to the SEND: personal reflections questionnaire for early career teachers in Appendix 1. Is there anything you would refine after reading this chapter?
•Set up four folders online or in hard copy. As you gather information about the four areas of need, store these in the relevant folders. You may come across information from your setting (eg, resources) or the GP. It is helpful to store these in a structured way, so you can access the information as and when the need arises. Within each folder, you may decide to set up sub-folders (eg, research, case studies, resources). This will be particularly useful to those of you who are considering a long-term career in special educational needs, as either a specialist teacher or future SENCO.
Feel free to get in touch, if you want to discuss career pathways to become a SENCO using the seven-point plan for development:
Anita Devi
What next?
Further reading
Coe, R et al (2014) What Makes Great Teaching? London: Sutton Trust. [online] Available at: www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf (accessed 1 June 2020).
Helen Sanderson Associates (nd) Person-Centred Thinking Tools. [online] Available at http://helensandersonassociates.co.uk/person-centred-practice/person-centred-thinking-tools/ (accessed 1 June 2020).
References
DfE and DoH (2015) Special Educational Needs and Disability Code of Practice: 0–25 Years. London: Department for Education and Department of Health. [online] Available at: www.gov.uk/government/publications/send-code-of-practice-0-to-25 (accessed 1 June 2020).
Imray, P and Colley, A (2017) Inclusion is Dead, Long Live Inclusion. Abingdon: Routledge.
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education, 1994. Spain: UNESCO.
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