Moving on, the “vision for children with SEN and disabilities is the same as for all children and young people - that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives” (DfE, 2014). Nevertheless, this has received criticisms as Kalambouka et al (2007) state, there is “less agreement about whether this principle can be realised in practice, and even if it can, about what the impacts might be on the achievements of pupils with SEN” in mainstream schools. In their study, it has also been suggested that there were no “adverse effects on pupils without SEN”, with approximately “81% of the outcomes reporting positive or neutral effects”. However, selection bias is a potential concern because their
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Spooner (2010, pp. 19 – 20) identifies these as “communication and language difficulties, behavioural, emotional and social difficulties, specific learning difficulties (SpLD’s) such as autism, general or global learning difficulties, sensory impairment, physical difficulties and medical conditions”. Barriers have been clearly indicated by Spooner, helping teachers and parents to notice what is affecting children’s holistic development so that they can help children overcome them. Further to this, Lamb’s Inquiry (2009) recommends that “preparation for working with parents of disabled children and children with SEN is included in initial and continuing training” which is a way in itself to overcome barriers. Therefore, benefits to teachers include training days to keep knowledge up to date and school policies which identify how to involve parents. As well as this, assessing, planning and using teaching strategies will help children access, engage and take part in learning. The Code of Practice (2014) also indicates what the role of teachers is, to potentially benefit children and parents so that they can be involved in decisions made with regards to SEN provision which might not have been possible …show more content…
Furthermore, teachers should keep desks clear, give colour organisers and use peer buddies if necessary. “Building this routine into the lesson can greatly enhance comprehension of students with learning disabilities” (Bender, 2008, pg. 53). In mainstream education teachers, should also be able to develop alternative assessment methods, because pupils with dyslexia might show a better understanding of a topic using an alternative means of demonstration than a pencil and paper such as intervention. Teachers need to support children with SEN in every lesson so this could be challenging as whole class teaching might be taking place rather than intervention. As a result, pupils with SEN cannot always have the teacher’s full attention unless there are teaching assistants available to carry out intervention whilst the remaining children are taught by the class teacher. In contrast, adapted strategies help to match the pupil’s needs to the activities which are set, increasing children’s self - confidence and improving the teacher/pupil
Spooner (2010, pp. 19 – 20) identifies these as “communication and language difficulties, behavioural, emotional and social difficulties, specific learning difficulties (SpLD’s) such as autism, general or global learning difficulties, sensory impairment, physical difficulties and medical conditions”. Barriers have been clearly indicated by Spooner, helping teachers and parents to notice what is affecting children’s holistic development so that they can help children overcome them. Further to this, Lamb’s Inquiry (2009) recommends that “preparation for working with parents of disabled children and children with SEN is included in initial and continuing training” which is a way in itself to overcome barriers. Therefore, benefits to teachers include training days to keep knowledge up to date and school policies which identify how to involve parents. As well as this, assessing, planning and using teaching strategies will help children access, engage and take part in learning. The Code of Practice (2014) also indicates what the role of teachers is, to potentially benefit children and parents so that they can be involved in decisions made with regards to SEN provision which might not have been possible …show more content…
Furthermore, teachers should keep desks clear, give colour organisers and use peer buddies if necessary. “Building this routine into the lesson can greatly enhance comprehension of students with learning disabilities” (Bender, 2008, pg. 53). In mainstream education teachers, should also be able to develop alternative assessment methods, because pupils with dyslexia might show a better understanding of a topic using an alternative means of demonstration than a pencil and paper such as intervention. Teachers need to support children with SEN in every lesson so this could be challenging as whole class teaching might be taking place rather than intervention. As a result, pupils with SEN cannot always have the teacher’s full attention unless there are teaching assistants available to carry out intervention whilst the remaining children are taught by the class teacher. In contrast, adapted strategies help to match the pupil’s needs to the activities which are set, increasing children’s self - confidence and improving the teacher/pupil