ASEND Networking Event - Is the term SEN now obsolete?

We meet each term to socialise and to get upto date with current issues in the world of SEN. 

The date for our next meeting for Advisors and prospective Advisors is Tuesday 9th July from 7pm to 9pm at the ASEND offices - Building 3, North London Business Park, Oakleigh Road North, London N11 1NP

This time we will be exploring the use of the term SEN.  Has it become outdated?  Does it create unhelpful barriers to learning? Is there a better way to describe the needs of children and young people who need specific strategies and support to achieve learning outcomes? 

An increasing emphasis on personalisation and tailored packages of support suggests that there could be a more effective, individualised way of proceeding.

Join us for a lively and engaging discussion with your SEN colleagues from education, health and social care.

To book your place follow this link Book here

We hope to see you there.

Summary of the Draft SEN Code of Practice

The Draft SEN Code of Practice is some 84 pages long.  ASEND has produced a summary document for schools - to highlight the key points, and help to focus on the main areas of change.

To access this document please click Summary and you can download it.

If you would like more information, an INSET day on the subject or advice for your leadership team, then please contact ASEND at barbara.ball@asend.co.uk

Supporting risk taking in the classroom

Director of ASEND, Barbara Ball, recently gave a talk at the Teaching Leaders National Conference.  The conference theme was The Hidden Curriculum, and Barbara spoke on the subject “More than inclusion – supporting risk taking in the classroom”.

Here are some of the points that Barbara made:

The definition of Special Educational Needs (SEN) has evolved over the years and embraces a broader range of difficulties.  In the past the emphasis would have been on physical and sensory impairments, together with learning difficulties and recognized social, behavioural and emotional development needs.  Cognitive difficulties and differences have joined the picture and there is now an increasing emphasis on communication and interaction difficulties and differences.

This poses challenges to teaching staff, and as teaching leaders there is much that can be done to support and equip teachers to develop effective strategies.  Rather than develop a menu of possible responses to various difficulties, a more effective and thoughtful response involves the practical application of emotional intelligence.

In a sense we are talking about theory of mind.  The ability to put oneself in another’s place and to view things from their perspective.  To understand how to respond to students who think differently, and adapt accordingly.

How do we respond to students who think differently?:

• -       Do we understand how these students respond to challenge? The limbic system takes over in these situations – leading to one of three responses – fight, flight or freeze.  Do we understand this when we present a student with a challenge?
• -       Use of reward and sanction systems, in the expectation that these will produce predictable changes in behaviour.   Where a student thinks differently, this may not be so clear.
• -       Placing an undue emphasis on weaker areas, rather than boosting self esteem through recognition of strengths.
• -       Grouping students with apparently similar needs together – reducing opportunities for modeling social norms.
• -       Giving up – or running out of ideas and accepting the failure of the student and teacher relationship.

This is not judgmental, just a recognition of the difficulties.  On the plus side there are clear areas of change, which can make all the difference.   Investment in skills development (especially through coaching and mentoring) can make all the difference.

How can we change?

As teaching leaders you are well placed to encourage and reinforce positive behaviours and competencies within your staff team.  Consider the differences to be achieved with a teaching staff with the following behaviours:

• Emotional Intelligence – the ability to understand another’s perspective, and to adapt your own behaviour accordingly, to achieve the desired end result.Flexibility – keeping an open mind, and looking afresh at each student to determine their needs.
• Personalisation – placing the student at the centre of their own learning.
• Creativity – developing imaginative responses and approaches
• Risk taking – being prepared to try approaches that are bold and different.

The following quote summarises the approach:

“Change begins when Emotionally Intelligent leaders actively question the emotional reality and cultural norms underlying the organisation’s daily activities and behaviour”   Daniel Coleman, Primal Leadership, 2004

So what can you do – in a practical sense?

• ·      Support development of emotional intelligence in teachers, especially be using coaches and mentors.
• ·      Provide open and transparent 1:1 and group discussion: teachers benefit from the group supervision around difficult areas which is standard in health and Social Care.
• ·      Allow teachers to be creative and share ideas
• ·      Encourage solution focused thinking – don’t dwell on problems, but clarify them and consider options.
• ·      Support teachers to experiment, innovate, take risks and learn from their mistakes
• ·      Provide back up support for teachers if innovative ideas heave unexpected consequences
• ·      Maintain an open, friendly and optimistic attitude – emotions are contagious.
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If you are interested in an INSET session on this subject – with exercises based on real case studies – then contact office@asend.co.uk to discuss.