Module 16 – The Importance of SEN Knowledge
Estimated Time: 15-20 minutes
Student Aims:
· To define and understand Special Educational Needs (SEN)
· To understand how SEN knowledge is disseminated to educators
· To understand the three levels of recommended SEN knowledge
· To understand why SEN knowledge is important
· To learn how greater access to SEN knowledge can transform the current SEN landscape
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16.1 Introduction
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With just under 1.5 million pupils with special educational needs in England (gov.uk, 2022), SEN knowledge is incredibly important.
It is vital that these pupils are given the opportunity to reach their full potential in the classroom.
In this module, you will learn about the role of SEN knowledge, including the level and commitment needed by teachers.
It is important to understand the best methods to educate SEN pupils to ensure a better experience for the teachers, pupils and their families.
16.2 SEN Knowledge
There have been some positive developments in recent times, such as the introduction of the Children and Families Act 2014 and the SEN Code of Practice, which aim to improve the provision of SEN support.
However, there are still significant challenges and concerns about the quality and consistency of SEN provision across different schools and local authorities. Some families have experienced long waiting times for assessments and support.
There is a need to ensure that the training and development of teachers and support staff in SEN provision is adequate. Teachers must have the necessary skills and knowledge to support children with a range of needs effectively.
There must be enough investment, training and support to ensure that all children with SEN are able to access the high-quality support and education they need to thrive.
One of the most important ways that the system can be changed is through the dissemination of SEN knowledge.
16.3 Why Knowledge Is Required
Any kind of teaching requires extensive training and personal development in order to nurture continuing success.
Teaching SEN pupils is no exception to this rule. In fact, there is a greater amount of training required because of the complexities of the different needs of the pupils.
Knowledge of all areas around SEN is essential to comply with legal requirements.
Teachers are legally required to make reasonable adjustments to support pupils with special educational needs and disabilities. This means that they need to have an understanding of the laws and regulations related to SEN.
For example, there are laws which take into account the rights of SEN pupils, government policies on SEN, as well as individual school policies.
SEN knowledge also allows the teacher to plan and deliver appropriate teaching and learning, create an inclusive environment and work collaboratively with other professionals.
SEN considers how the pupil, their family and the teachers all participate in the education and learning experience.
Fact
The SEN Code of Practice is statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (age 0-25 years)
Source: gov.uk
16.4 School Systems
Teaching in Specialist Schools
Specialist schools are designed to provide a suitable environment and education plan for pupils with a wide range of SEN needs. Children in these schools are more likely to have more complex needs than children in mainstream classrooms.
Specialist schools typically have a higher staff-to-student ratio and offer a more structured and individualised learning environment than mainstream schools.
To do this, they require teachers who have had specific training not only in mainstream education but also in specialisms that would give them the skills they need to teach pupils with complex difficulties.
They also require the funds and space to accommodate the various needs of the pupils. However, this has become a major issue. Recent research by the BBC has found that “half of state-funded schools in England for children with special educational needs and disabilities are oversubscribed”.
They also report that “Schools have converted portable cabins and even cupboards into teaching spaces because of a lack of room. Head teachers say this puts pressure on staff and makes pupils anxious.”
The government has acknowledged the problem and has pledged to invest more in special educational needs provision, but the issue remains a significant concern for families of children with special educational needs, and the number of pupils needing specialist education is rising every year.
There has been a recent trend towards inclusion in mainstream schools, but the result of this is that pupils are placed in more generic settings where teachers do not always have the specific specialist training that is needed.
Teaching in Mainstream Schools
Most teachers in Britain will spend their entire teaching career in the mainstream classroom setting. Today, most children, both SEN and mainstream, are taught within this setting. All teachers in all schools will be required to teach SEN pupils. Thus, every teacher requires the right skills to be able to do so effectively.
It is impossible for every teacher to have all the skills needed to teach a pupil with SEN. In theory, a teacher might encounter a wide variety of SEN pupils and it is difficult to predict when these pupils will enter their classroom.
There should be a baseline of staff knowledge of the main characteristics of learning difficulties. They should also have an understanding of the challenges these pupils might face in the classroom.
Teachers should have a fundamental idea of the main strategies used to overcome learning and interaction barriers in order to encourage participation.
Staff should also have a basic level of knowledge in the identification of SEN pupils. They should know how to observe the response of pupils in their classroom teaching.
They should also be able to recognise and respond to parent concerns, which is a core component of the SEN Code of Practice.
The ability to read and react to reports on pupil performance is another essential skill. Teachers should enter the classroom with the ability to reflect on evidence as it is accumulated both in the short term and over time. Still, there is evidence suggesting that even these basic strategies and knowledge systems are not guaranteed in every classroom teacher.
In 2019, a survey found that only 41% of teachers agreed that there is appropriate training in place for all teachers in supporting pupils with SEND, and only 60% feel able to meet the needs of pupils receiving SEN support. (gov.uk)
In June 2021, research conducted by IFF Research for DfE has shown that around one in eight (13%) school leaders disagreed that their school was able to effectively support pupils with SEND.
When asked about supporting SEND pupils for the following academic year, around two-thirds anticipated barriers to being able to provide effective support, with half mentioning a lack of capacity in the school workforce. (gov.uk)
This is unacceptable within British education if only because of the large number of SEN pupils and laws requiring schools to make sure that no pupil is ever at a disadvantage in relation to their peers. However, providing training or development in the appropriate areas is not straightforward compared to other kinds of teacher training.
For example, supplying these skills in areas like maths or reading is not difficult because of supply and demand factors. It is easier to predict the number of pupils studying maths each year than which pupils will have SEN needs.
It is more difficult to predict what kind of needs those pupils will have because each SEN pupil has markedly individual needs.
To deal with the unpredictable nature of SEN occurrences, it is essential that all teachers have a strong base of core skills that give teachers the tools required to effectively address the most demanding and most prevalent issues in SEN.
16.5 Teacher Training
In the UK, teacher training programmes are designed to equip trainee teachers with the skills and knowledge they need to work effectively with pupils with disabilities and special educational needs.
All Initial Teacher Training (ITT) providers in the UK are required to ensure that their trainees have a good understanding of SEN and how to support pupils with SEN in the classroom. The Department for Education (DfE) sets out the requirements for ITT in its statutory guidance for ITT providers, known as the ITT Core Content Framework. This framework specifies that trainee teachers must develop an understanding of the needs of all pupils, including those with SEN, and be able to identify and respond to pupils who may require additional support.
In addition, trainee teachers must meet the Teachers’ Standards, which are a set of professional standards that all teachers must meet to be qualified to teach in schools in England. One of the Teachers’ Standards requires teachers to “adapt teaching to respond to the strengths and needs of all pupils” including those with SEN.
Teacher training programmes will also cover the legal requirements of the Special Educational Needs and Disability (SEND) Code of Practice, which sets out the process schools must follow to identify, assess, and support pupils with SEN.
Trainee teachers will learn how to make appropriate adaptations to teaching and learning to meet the needs of pupils with SEN, and how to work with other professionals to support pupils’ learning.
Overall, teacher training programmes in the UK are designed to prepare trainee teachers to work with a diverse range of pupils, including those with disabilities and SEN, and to ensure that they have the skills and knowledge they need to support all pupils to achieve their full potential.
Mainstream Classrooms: Specialist Skills
A strong foundation of core skills provides many benefits to educators. These skills allow teachers to handle minor problems in a short space of time and ensure that an SEN pupil is not at a great disadvantage for a long period of time. These skills also provide them with the knowledge they need to see wider trends and problems with the pupil’s learning. What is most important about having these skills is that educators will also know when it is appropriate to seek the expertise of specialists and other SEN professionals.
SEN professionals with specialised skills are often located in special schools or outside of mainstream classrooms. However, it is important that mainstream schools also employ expertise on-site. This provides greater access that is not shared across several schools or areas. It also allows teachers to see how specialist skills can fit into the school’s curriculum as a whole.
Creating partnerships to share training and knowledge is important for the improvement of education for SEN pupils.
While there are a variety of teacher training courses with a focus on SEN that can help teachers gain specialist skills and knowledge in this area, it’s important for teachers to keep up-to-date with new developments in the field of SEN, and to continue their professional development throughout their teaching career.
The SENCO
The Special Educational Needs Coordinator (SENCO) is the key leader for learning support for all SEN pupils within a school.
All schools are required to have a designated SENCO.
The SENCO’s main role is to ensure that pupils with SEN receive the support they need to achieve their full potential. This involves coordinating provision for pupils with SEN across the school, working with teachers and support staff to ensure that pupils’ needs are identified and met, and liaising with parents and external agencies to ensure that pupils receive appropriate support.
SENCOs are required to be qualified teachers and they must complete the National Award in Special Educational Needs Coordination (NASENCo) within three years of taking up the role of a SENCO.
SENCOs can be full-time or part-time, and they are also often a class teacher or a headteacher.
16.6 Communication is Knowledge
It is important for teachers to play a role in ensuring that SEN pupils are accurately identified in a timely manner and are given the required support. To do this, not only do they need the correct SEN knowledge, but they also need to communicate with the pupil’s parents.
When teachers and parents work collaboratively, they can share information, ideas and strategies that can help to support the pupil’s learning and development.
Teachers can provide parents with information about the support that is being provided in school, as well as updates on the pupil’s progress and any issues or concerns that arise. This can help to build trust and confidence between the teacher and the parent, and can help parents to feel more involved in their child’s education.
It is important to maintain regular contact with the parents throughout the school year. This can include regular meetings, phone calls, emails, and progress reports. Teachers should also be open and responsive to any questions or concerns that parents may have, and be willing to work together to support the pupil’s learning and development.
Obtaining information from the parents about the pupil’s needs can help the teacher to better support the child and provides further knowledge and experience when working with other SEN pupils.
When teachers are able to rely on their own resources when working with SEN pupils, they are able to make decisions faster, more accurately, and in the best interests of the pupils and their families.
Conclusion
Education plays a crucial role in the lives of children, especially SEN children. However, this role does not just include the curriculum they access, but the curriculum their teachers and support staff access. Thus, children depend on their teachers to have a basic foundation in SEN for their own education.
There is a range of training opportunities available to teachers to help them support pupils with SEN effectively. These training opportunities are designed to provide teachers with the knowledge, skills and strategies they require to meet the needs of pupils with a wide range of SEN.
In the next module, we discuss specific learning difficulties.
WELL DONE!
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