23 June Tda Barbara Brown

04/12/2304/12/23 Dr BA BrownDr BA Brown 11

SEN Initiative 2008 - SEN Initiative 2008 - 0909

Training and Development Agency Training and Development Agency for Schools (TDA)for Schools (TDA)University of London, Institute of University of London, Institute of EducationEducation


Element 1Element 1Taught sessionsTaught sessions

Distinctive features iDistinctive features i Partnership with experienced and Partnership with experienced and

excellent practitioners in order to excellent practitioners in order to illuminate and exemplify theory in to illuminate and exemplify theory in to practicepractice

The three units are strengthened by The three units are strengthened by drawing upon a range of practitioner drawing upon a range of practitioner associate tutorsassociate tutors


Element 1Element 1Taught SessionsTaught Sessions

Distinctive features iiDistinctive features ii The richness and quality of the The richness and quality of the

study resources and the way the study resources and the way the units are scaffolded to create a units are scaffolded to create a comprehensive and coherent comprehensive and coherent foundation of knowledge in to foundation of knowledge in to practicepractice

Applied studyApplied study


Element 1Element 1Taught SessionsTaught Sessions

Distinctive features iii Distinctive features iii Electronic access to the resources Electronic access to the resources

enable them to be shared across enable them to be shared across teacher training, that includes teacher training, that includes partner schoolspartner schools


Element 2Element 2Placements iPlacements i

Four week special school Four week special school placementplacement

The guidelines are excellent The guidelines are excellent because they allow time for the because they allow time for the trainee to gradually become trainee to gradually become members of a teaching teammembers of a teaching team


Element 2Element 2 Placements ii Placements ii Paired Placements in classroomsPaired Placements in classrooms

Enables the development of: Enables the development of: a professional dialoguea professional dialogue collaboration, supportcollaboration, support problem solvingproblem solving

Accelerates learning processAccelerates learning process


Element 2Element 2Placements iiiPlacements iii It provides a secure framework, It provides a secure framework,

as well as time for appropriate as well as time for appropriate learning opportunities that learning opportunities that impacts on the trainees’ impacts on the trainees’ professional developmentprofessional development


Element 2Element 2Placements ivPlacements iv The impact of Element 1 on the The impact of Element 1 on the

trainees’ ability to extend their trainees’ ability to extend their knowledge and practice in knowledge and practice in Element 2Element 2


Element 2Element 2Placements vPlacements v

Participation project:Participation project: A focused piece of resource rich A focused piece of resource rich

teaching with a small group of teaching with a small group of childrenchildren

For example:For example: Barriers to Learning: A case study Barriers to Learning: A case study

in teaching literacy with a child in teaching literacy with a child who is on the autistic spectrumwho is on the autistic spectrum

04/12/2304/12/23 Dr BA BrownDr BA Brown 1010A school based project

By Amy Ibbotson and Lisa Hendry


Element 2Element 2Placements viPlacements vi

It provides the trainees with the It provides the trainees with the opportunity to extend their opportunity to extend their knowledge and practice related to knowledge and practice related to the Standards:the Standards:

QTSQTS SEN Specialist CoreSEN Specialist Core SEN Specialist ExtensionSEN Specialist Extension


The impact on the NQT as a The impact on the NQT as a result of undertaking result of undertaking Elements 1 and 2Elements 1 and 2

Gained an understanding on how to Gained an understanding on how to focus on the individual needs of focus on the individual needs of children and how to appropriately children and how to appropriately interpret the curriculum to meet their interpret the curriculum to meet their needs and develop appropriate needs and develop appropriate teaching practice. teaching practice.

Understood the impact of the learning Understood the impact of the learning environment on individual children.environment on individual children.

Gained an understanding of a range of Gained an understanding of a range of learning and communication learning and communication difficulties experienced by children. difficulties experienced by children.



Gained an understanding of the nature Gained an understanding of the nature of ASD and how this affects children’s of ASD and how this affects children’s learning and development. learning and development.

Established teaching strategies that Established teaching strategies that will enable me to communicate and will enable me to communicate and teach children with ASD (Structured teach children with ASD (Structured and Gentle Teaching). and Gentle Teaching).

Learned how to communicate with Learned how to communicate with children using Makaton signing.children using Makaton signing.



I realise the importance of adapting my I realise the importance of adapting my teaching practice to meet the needs of teaching practice to meet the needs of individual childrenindividual children

Children respond differently to different Children respond differently to different teaching approachesteaching approaches

The importance of communication between The importance of communication between teacher, LSW, parent, carer and childteacher, LSW, parent, carer and child

The need for children to feel safe and secureThe need for children to feel safe and secure The need for a calm and quiet classroom The need for a calm and quiet classroom

environmentenvironment



The placement has had a The placement has had a significant impact on me as an significant impact on me as an NQT. Through this experience I NQT. Through this experience I have learnt that children are have learnt that children are children what ever their individual children what ever their individual needs, but some have more needs, but some have more specialised needs.specialised needs.


Cluster ActivityCluster ActivitySouth WestSouth West

2008 - 09 Phase 12008 - 09 Phase 1

Becoming a communityBecoming a community Meeting, sharing and listeningMeeting, sharing and listening Developing a sense of trustDeveloping a sense of trust Developing a network of Developing a network of

communication and support communication and support


Cluster ActivityCluster ActivitySouth WestSouth West Recognising and respecting the Recognising and respecting the

distinctiveness of each others’ distinctiveness of each others’ coursescourses

The development of a forum for The development of a forum for discussion into actiondiscussion into action

Having the courage and Having the courage and confidence to use the forum as a confidence to use the forum as a sounding boardsounding board


Cluster ActivityCluster ActivitySouth WestSouth West

A shared mission and purpose:A shared mission and purpose: To embed SEN & D in ITT with To embed SEN & D in ITT with

our partner schools (mainstream, our partner schools (mainstream, special units and schools) in order special units and schools) in order to extend the trainees knowledge to extend the trainees knowledge and practiceand practice

Mainstream settingsMainstream settings

Mainstream settings with special units

Special settings: Optional free standing ‘M’ level module

PGCE TERMS

BEd YEARS

1. 2. 3. 3.

PROFESSIONAL STUDIES

SCHOOL PLACEMENT

EVERY CHILD MATTERS

SEN & DISABILITY: THE DEVELOPMENT OF INCLUSIVE KNOWLEDGE AND PRACTICE

Foundation Subject modules

Core Subject modules

A Model of ITT training at the University of Gloucestershire

NQT


Cluster ActivityCluster ActivitySouth WestSouth West To impact on the knowledge and To impact on the knowledge and

practice of the NQT through a practice of the NQT through a recognition of individual and recognition of individual and diverse learning needs and the diverse learning needs and the ability to include and access ability to include and access children to high quality learning children to high quality learning opportunities and achievements opportunities and achievements


Cluster ActivityCluster ActivitySouth WestSouth West To enable trainees to seek to To enable trainees to seek to

remove barriers through an open remove barriers through an open and collaborative way of working and collaborative way of working that engages them in a problem that engages them in a problem solving approach and ongoing solving approach and ongoing learninglearning

The greatest learner is the The greatest learner is the teacher!teacher!


Cluster ActivityCluster ActivitySouth WestSouth West To develop an intelligent To develop an intelligent

practitionerpractitioner

who is able to be responsive to the who is able to be responsive to the individual needs of all children individual needs of all children

To raise the standard and quality To raise the standard and quality of teaching and learning in of teaching and learning in mainstream to the benefit of all mainstream to the benefit of all childrenchildren


2009 - 102009 - 10TargetsTargets To develop a continuum of school To develop a continuum of school

placement provision in teacher placement provision in teacher training so that trainees can training so that trainees can develop appropriate experience develop appropriate experience related to meeting children’s related to meeting children’s individual and diverse learning individual and diverse learning needsneeds


2009 - 102009 - 10TargetsTargets To consider how to develop SEN & D To consider how to develop SEN & D

as a common and strength area in ITT as a common and strength area in ITT To consider how SEN & D can bridge in To consider how SEN & D can bridge in

to M level, the NQT year and beyondto M level, the NQT year and beyond To consider how to impact on CPD and To consider how to impact on CPD and

work based learning in special schools work based learning in special schools across the range of professionals and across the range of professionals and teaching resource.teaching resource.


2009 - 102009 - 10TargetsTargets The development of mentor The development of mentor

trainingtraining The development of link tutoring The development of link tutoring To consider the development and To consider the development and

sustainability of SEN & D in the sustainability of SEN & D in the next five yearsnext five years


Positive outcomesPositive outcomes

Meeting and working with colleagues Meeting and working with colleagues in other universities on a joint projectin other universities on a joint project

The impact on ITT, schools and most of The impact on ITT, schools and most of all children as a result of becoming a all children as a result of becoming a communitycommunity

The opportunity to celebrate children’s The opportunity to celebrate children’s individual and diverse learning needs individual and diverse learning needs through ITTthrough ITT

The opportunity to develop knowledge The opportunity to develop knowledge and practice in SEN & D through ITTand practice in SEN & D through ITT