Transcript Inclusion Development Plan

Inclusion
Development
Programme:
An Overview
Dyslexia, Speech,
Language and
Communication Needs
The Bercow Report
A Review of Services for Children with SLCN
Key themes:
• Communication is crucial
• Early Identification and intervention are essential
• A continuum of services designed around the
family is needed
• Joint working is critical
• The current system is characterised by high
variability and a lack of equity.
Prevalence of speech, language
and communication needs
• In some parts of the country as many as 40–
50% of children have problems with speech,
language and communication that could be
addressed through a universal offer and through
language rich environments.
• There is a separate group of children, around 5–
7% of the total population, who have SLCN
arising from having a specific language
impairment. Other children will have SLCN
arising from other impairments, e.g. children with
autism, many with cerebral palsy and many with
learning disabilities.
The Cost to the Nation
Social
Relationships
and Personal
Development
Educational
attainment
Behavioural and
Emotional
Development
Criminal Activity
Employment
Dyslexia –BDA Research
• Approx 10% of the population is dyslexic
• Around 4% are seriously affected, further 6%
have moderate to mild problems
• Ratio of identified dyslexics 4:1 boys to girls
• Affects all levels of ability, all backgrounds
The Cost to the Nation
‘Delay in supporting dyslexic pupils costs £1.8
billion a year ‘The Independent 16.5.08.
•Educational underachievement- £1.2 billion
•Pupil referral units- £64 million
•Criminal Activity-£280 million on prisons
•Pupils expelled from school- £16 million
•NHS drug treatments- £266 million
What is the IDP?
A four year programme of continuing
professional development designed to increase
the confidence and expertise of mainstream
practitioners in meeting high incidence SEN in
mainstream settings.
What is the purpose of the IDP?
Through engagement with the IDP, staff will
be supported in developing both the skills and
knowledge to identify those pupils who may
be struggling as a result of a hidden disability
and to use effective teaching strategies to
meet their needs.
Further aims of the IDP
• To improve outcomes for pupils and narrow
attainment gaps
• To promote early recognition and intervention for
pupils experiencing difficulties
• To increase the confidence of all practitioners
• To support schools and settings to become more
effective at strategic approaches to support and
intervention
Who does the IDP involve?
The DCSF expect all schools in mainstream
settings to set aside school development time
for all teaching staff to work through the IDP elearning materials
Teaching staff are expected to work
collaboratively to share knowledge and
observations with each other
What is the focus of the IDP?
Year 1 : Dyslexia, speech, language and
communication
Year 2 : Autistic spectrum disorders
Year 3 : Behaviour, emotional and social
difficulties
Year 4 : Moderate learning difficulties
IDP content: Dyslexia and SLCN
Barriers
What is dyslexia?
The barriers to learning for people with
dyslexia
What is SLCN?
The barriers to learning for people with
SLCN
IDP content: Dyslexia and SLCN
Overcoming Barriers: Dyslexia
• Identification of pupils on the dyslexia continuum
• Making adjustments to include learners with
dyslexia
• Strategies and resources for recording
understanding and knowledge
• The dyslexia inclusive school
• Implications for planning: dyslexia
IDP content: Dyslexia and SLCN
Overcoming Barriers: SLCN
• Identification of pupils with SLCN
• Making adjustments to include pupils with SLCN
• Strategies and resources to enhance pupils
expression, demonstration and recording of
understanding and knowledge
• The communication inclusive school
• Implications for planning: SLCN
The IDP Process
• Log on to
http://www.standards.dcsf.gov.uk/primary/features
/inclusion/sen/idp
• Use the self-evaluation for dyslexia and SCLN to
ascertain current levels of skill and understanding
in these areas
• Develop an IDP action plan based on initial
evaluations
• Set aside appropriate time to address staff
training needs (between one and two terms)
• Evaluation of process
Remember the IDP is not
intended to be worked through
in a linear fashion – staff
should use the programme to
meet their identified needs
Initial self-evaluation
• Two self-evaluations need to be completed:
dyslexia and SLCN
• 9 categories of skills and knowledge
• Developmental model
• Individual and whole school
• Evidence
• Performance management
Longer term evaluation
• Are all staff able to identify pupils with
dyslexia and SLCN needs?
• Are all staff using effective teaching strategies at
‘Wave One’ to address the needs of dyslexic and
SLCN learners?
• What impact has the IDP had on pupil
achievement?
SIS Inclusion Team:
What support can we offer?
• Inclusion/Teaching Children Talking:
• Communication Difficulties, the Classroom and
the Curriculum KS1,2 and 3 – train lead person.
• Learning Together, Working Together
(Foundation Stage)
• Listening and Attention/Phonological Awareness
– staff meetings (KS1 and KS2)
• Language for Thinking/Speaking and Listening
through Narrative – pm training for teaching
assistants and lead teacher(KS1 and 2).
• Training for TAs in Y7 pilot project.
SENSS:
What support can we offer?
• One free session to all schools to support them
with the IDP (information gathering, planning,
identifying and meeting needs)
• SLA can be used to provide further support
• Three half day central training sessions on the 9
categories of IDP skills and knowledge for
dyslexia
• Dyslexia friendly schools accreditation
Any questions?