Enabling Environments

7/27/2019 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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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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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?

Enabling Environments

Documents

Transcript of Enabling Environments