ࡱ>  ( b/ 0DTimes New Roman0:A 0DArialNew Roman0:A 0" A .  @n?" dd@  @@`` | @     # lAA1?/@8ʚ;ʚ;g4BdBd:A 0Vppp@ <4!d!d@$ 0|$14<4dddd@$ 0|$14 <4BdBd@ # 0|80___PPT10 pp? % INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing?  P(PPP?$# :P INCLUSIVE EDUCATIONFor whom?  All of our young people including: Children with Special Educational Needs (S.E.N.) Children in care Minority ethnic (Ethnic Minority and Travellers Attainment Grant: E.M.T.A.G.) Travellers Young carers Children from families under stress Pregnant schoolgirls and teenage mothers Gifted and talented children 1PP  PPP  P &   INCLUSIVE EDUCATION For what purposes? To raise educational standards To reduce disaffection To prevent truancy and exclusions To support local communities To achieve full employment To reduce crime Z   INCLUSIVE EDUCATIONt How? Normally in mainstream school settings by: a curriculum that matches the needs for all providing high quality teaching (and training!) recognising the different needs of learners constructing teaching inputs to match needs providing support to match need promoting transferable skills recognising that learning takes place within a social context P1P P1P  P P,1   How at Kingsbury? Structures * Mentoring programme in excellence in Cities (EIC) Mentoring KS3 strategy Gifted and Talented programme (G&T) Special Educational Needs unit (SEN) Hearing impaired unit Visually impaired unit English as an additional language unit (EAL) Departmental policies Differentiation in schemes of work O +* Actions in class  Signer in class for hearing impaired Support worker for visual impairment Other support workers for specific pupils Enlarged sheets Specific pupils sit in front of screen/board Stand in front of hearing impaired pupils while talking to assist lip reading Use microphone and transmitter for hearing aids Concentrate on key words for literacy Allow for medical conditions Incorporate cultural diversity into lessons (dances, foods)F Identification of S.E.N.[ School Action SENCO( Special Educational Needs coordinator). I.E.P.(Individual Education Plan) P.S.P.(Pastoral Support Plan) Parents and pupil involved. School Action Plus External agencies involved. Educational psychologist I.E.P Statement of Special Educational Needs Statutory assessment of S.E.N L.E.A.involved. < P P3 P PN P PP  P ///&/#    Special Educational Needs   Special Educational NeedsIdentification and assessment8Examples of pupils with special educational needs. Why do you think the child had special educational needs? What tasks was he/she being asked to do? Was there any special support of any kind? What adults are you aware are involved with this pupil? What was the outcome or what do you predict would happen?J4 d 5Identification of S.E.N. Differentiation by teacher and in-class support No further cause for concern for pupils who make appropriate progress. Progress continues to be cause for concern, pupil identified as having special educational needs. School Action Progress continues to be cause for concern. School Action Plus Progress continues to be cause for concern. Statutory assessment of S.E.N. | Pg PP P///Kh ///2 /Inclusion and DifferentiationThose involved: Teachers Support assistants Parents SENCO Therapists Psychologists Counsellors Mentors Health workers Specialist teachers Connexions PInclusion and differentiation In mainstream classes: Variety of teaching styles Variety of learning tasks Variety of learning styles Variety of supports Aim: to help pupils towards independent learning Ng; h5Q ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dZ@$=r? " dZ@ @` n?" dd@   @@``PR    @ ` ` p>  >    A(     Z{4xaxa1 ?"pP 4 ? Slide Title  7  Z}4xaxa1 ?"p 4 ;Body Text Second Level Third Level Fourth Level Fifth Level     <  Z4xaxa1?"# 7    Z܂4xaxa1?"S ; d *(   4B  s *޽h ? a( Ian  `&(    Z8xaxa1 ?"p 8 T Click to edit Master title style! !  Z8xaxa1 ?" `   8 W#Click to edit Master subtitle style$ $  Zxaxa1?"# 7    Zxaxa1?"S  d *(   4B  s *޽h ? a(( p\H(  \ \ 0$8 P   8 B*   \ 0)8    8 D*   \ 6X.8 `P  8 B*   \ 638 `  8 D*  H \ 0޽h ? ̙3380___PPT10.x  0(<(  (~ ( s *`X pP   ~ ( s *Y p  H ( 0޽h ? ̙33  @,<(  ,~ , s *ȕ pP   ~ , s *ɕ p  H , 0޽h ? ̙33  0<(  0~ 0 s *ٕ pP   ~ 0 s *ڕ p  H 0 0޽h ? ̙33  4<(  4~ 4 s * pP   ~ 4 s *` p  H 4 0޽h ? ̙33$   p$(  pr p S  pP  8 r p S 5 p  H p 0޽h ? a(80___PPT10.@$  P|$(  |r | S g  pP   r | S 8 p 8 H | 0޽h ? a(80___PPT10.W  l<(  lx l c $     l  0x  p  H l 0޽h ? a(8  <x(  <r < S  p    < B1?` TChildren have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority (c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Special educational provision means: (a)for children of two or over, educational provision which is additional to,or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area (b) for children under two, educational provision of any kind. See Section 312, Education Act 1996 8] 7c c c c 'c c c c c cc c @c c (c "  H < 0޽h ? a(@  (  x  c $\ p     B!1?``XP___PPT92* j Have a learning difficulty if they have& .. significantly greater difficulty in learning than the majority of children of the same age.. a disability which prevents or hinders them from making use of educational facilities.. Must not be regarded as having a learning difficulty if& the language of their home is different from the language in which they will be taught. Special educational provision means& provision which is additional to& . the educational provision made generally for children of their age.. See Section 312, Education Act 1996 L, ]  X  ? Y & i + -cccc:cYc#ccjc(c " @`H  0޽h ? a(  LD @(  @r @ S 45 pP   * @ BG1?p` Definitions in the Children Act 1989 and the Disability Discrimination Act 1995 A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed. Section 17 (11), Children Act 1989 A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long term adverse effect on his ability to carry out normal day to day activities. Section 1 (1), Disability Discrimination Act 1995 P 6ccccc"cccc4cC(H @ 0޽h ? a(  `0(  `x ` c $4X pP   x ` c $Y p  H ` 0޽h ? a(  h<(  hx h c $     h  0  p  H h 0޽h ? a(  P$(  Pr P S h pP   r P S    p  H P 0޽h ? a(  T0(  Tx T c $9 pP   x T c $: p  H T 0޽h ? a(r\0 k( @1357 ?wPP^\S-/HX@Z=9;m_ ( b/ 0DTimes New Roman0:A 0DArialNew Roman0:A 0 A .  @n?" dd@  ՜.+,D՜.+,    $ pOn-screen ShowDell Computer Corporation Times New RomanArialIanInclusion 5/3/08 SEN CodesINCLUSIVE EDUCATIONINCLUSIVE EDUCATION1For whom? All@'P     # lAA1?/@8  @@``  #I     # lAA1?/@8ʚ;ʚ;g4BdBd :A 0Vppp@ <4!d!dL$ 0$14<4ddddL$ 0$14 <4BdBdL # 080___PPT10 pp? %# INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? Your list? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing?  P3PPP?$#  :P INCLUSIVE EDUCATIONFor whom?  All of our young people including: Children with Special Educational Needs (S.E.N.) Children in care Minority ethnic (Ethnic Minority and Travellers Attainment Grant: E.M.T.A.G.) Travellers Young carers Children from families under stress Pregnant schoolgirls and teenage mothers Gifted and talented children 1PP  PPP  P & INCLUSIVE EDUCATION   To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? Your list? How? What are schools and teachers doing?  F)FFF?$# L P  INCLUSIVE EDUCATION For what purposes? To raise educational standards To reduce disaffection To prevent truancy and exclusions To support local communities To achieve full employment To reduce crime Z   INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing? Your list?  F)FFF?$# M' +} INCLUSIVE EDUCATIONt How? Normally in mainstream school settings by: a curriculum that matches the needs for all providing high quality teaching (and training!) recognising the different needs of learners constructing teaching inputs to match needs providing support to match need promoting transferable skills recognising that learning takes place within a social context P1P P1P  P P,1   How at Kingsbury? Structures * Mentoring programme in excellence in Cities (EIC) Mentoring KS3 strategy Gifted and Talented programme (G&T) Special Educational Needs unit (SEN) Hearing impaired unit Visually impaired unit English as an additional language unit (EAL) Departmental policies Differentiation in schemes of work O +* Actions in class  Signer in class for hearing impaired Support worker for visual impairment Other support workers for specific pupils Enlarged sheets Specific pupils sit in front of screen/board Stand in front of hearing impaired pupils while talking to assist lip reading Use microphone and transmitter for hearing aids Concentrate on key words for literacy Allow for medical conditions Incorporate cultural diversity into lessons (dances, foods)F Identification of S.E.N.[ School Action SENCO( Special Educational Needs coordinator). I.E.P.(Individual Education Plan) P.S.P.(Pastoral Support Plan) Parents and pupil involved. School Action Plus External agencies involved. 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Differentiation by teacher and in-class support No further cause for concern for pupils who make appropriate progress. Progress continues to be cause for concern, pupil identified as having special educational needs. School Action Progress continues to be cause for concern. School Action Plus Progress continues to be cause for concern. Statutory assessment of S.E.N. | Pg PP P///Kh ///2 /  <(  ~  s *6 pP  6 ~  s *0 p 6 H  0޽h ? ̙33y___PPT10Y+D=' = @B +  <(  ~  s *`3 pP  3 ~  s *v6 ʚ;ʚ;g4BdBd :A 0Vppp@ <4!d!dL$ 0pz<4ddddL$ 0pz <4BdBdL # 080___PPT10 pp? %)"Inclusion 1/11/06 Identify and locate SEN staff and information. Consider for whom, why and how inclusion operates. Explain the role and plan for support staff.  INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People DocumentSummaryInformation88@@`` !C     # lAA1?/@8ʚ;ʚ;g4BdBd :A 0Vppp@ <4!d!dL$ 0$14<4ddddL$ 0$14 <4BdBdL # 080___PPT10 pp? %= INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? Your list? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing?  P3PPP?$#  :P INCLUSIVE EDUCATIONFor whom?  All of our young people including: Children with Special Educational Needs (S.E.N.) Children in care Minority ethnic (Ethnic Minority and Travellers Attainment Grant: E.M.T.A.G.) Travellers Young carers Children from families under stress Pregnant schoolgirls and teenage mothers Gifted and talented children 1PP  PPP  P &   INCLUSIVE EDUCATION For what purposes? To raise educational standards To reduce disaffection To prevent truancy and exclusions To support local communities To achieve full employment To reduce crime Z   INCLUSIVE EDUCATIONt How? Normally in mainstream school settings by: a curriculum that matches the needs for all providing high quality teaching (and training!) recognising the different needs of learners constructing teaching inputs to match needs providing support to match need promoting transferable skills recognising that learning takes place within a social context P1P P1P  P P,1   How at Kingsbury? Structures * Mentoring programme in excellence in Cities (EIC) Mentoring KS3 strategy Gifted and Talented programme (G&T) Special Educational Needs unit (SEN) Hearing impaired unit Visually impaired unit English as an additional language unit (EAL) Departmental policies Differentiation in schemes of work O +* Actions in class  Signer in class for hearing impaired Support worker for visual impairment Other support workers for specific pupils Enlarged sheets Specific pupils sit in front of screen/board Stand in front of hearing impaired pupils while talking to assist lip reading Use microphone and transmitter for hearing aids Concentrate on key words for literacy Allow for medical conditions Incorporate cultural diversity into lessons (dances, foods)F Identification of S.E.N.[ School Action SENCO( Special Educational Needs coordinator). I.E.P.(Individual Education Plan) P.S.P.(Pastoral Support Plan) Parents and pupil involved. School Action Plus External agencies involved. 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Children in care Minority ethnic (Ethnic Minority and Travellers Attainment Grant: E.M.T.A.G.) Children from families under stress Pregnant schoolgirls and teenage mothers Gifted and talented children girls andRoot EntrydO) ix`@Current User(GSummaryInformation( PowerPoint Document(2K  !"#$%&'()*+,-./0LI456789:;<=>?@ABCDEFGHgJ_MNOPQRSTUVWXYZ[\]^3abcdef1hijklmnopqrstuvwxyz{|}~  !"#$%&')+,9:;<=>?@ABCDEGH* of our young people including: INCLUSIVE EDUCATIONINCLUSIVE EDUCATIONINCLUSIVE EDUCATIONINCLUSIVE EDUCATIONHow at Kingsbury? StructuresActions in classIdentification of S.E.N.Inclusion and DifferentiationInclusion and differentiationAny questions?Special Educational Needs Slide 17Special Educational NeedsIdentif%_5 David BatemanDavid Bateication and assessmentIdentification of S.E.N.  Fonts UsedDesign Template Sman boys; 1PP  PMP-P  P & ,  !`For whom?  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Differentiation by teacher and in-class support No further cause for concern for pupils who make appropriate progress. Progress continues to be cause for concern, pupil identified as having special educational needs. School Action Progress continues to be cause for concern. School Action Plus Progress continues to be cause for concern. Statutory assessment of S.E.N. | Pg PP P///Kh ///2 /  `&(    Z 9xaxa1 ?"p 9 T Click to edit Master title style! !  Z9xaxa1 ?" `   9 W#Click to edit Master subtitle style$ $  Z9xaxa1?"# 7    Zh69xaxa1?"S ; d *(   B  s *޽h ? a(I  `X(  r  S | pP  E r  S 0    E   <ȧE1?/7 O XTargets: 2  H  0޽h ? a(___PPT10i.u+D=' = @B +rY-!"&m5f)"0(   l6Click here to see the codesSEN codes.docb/ 0DTimes New Roman0:A 0DArialNew Roman0:A 0 A .  @n?" dd@  @@`` H(S     # lAA1?/@8ʚ;ʚ;g4BdBd :A 0Vppp@ <4!d!dL$ 0pz<4ddddL$ 0pz <4BdBdL # 0~0___PPT10 pp>___PPT9 ? %0*"Inclusion 1/11/06 Identify and locate SEN staff and information. Consider for whom, why and how inclusion operates. Explain the role and plan for support staff. # SEN Codes  JFind your special friend with the correct code Click here to see the codes/  B 0/J INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? Your list? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing?  P3PPP?$#  :P INCLUSIVE EDUCATIONFor whom?  All of our young people including: Children with Special Educational Needs (S.E.N.) Children in care Minority ethnic (Ethnic Minority and Travellers Attainment Grant: E.M.T.A.G.) Children from families under stress Pregnant schoolgirls and teenage mothers Gifted and talented children girls and boys; 1PP  PMP-P  P & ,  !`For whom?  All of our young people including: 1  &0 minority ethnic and faith groups, Travelers, asylum seekers and refugees; pupils who need support to learn English as an additional language (EAL); gifted and talented pupils; children "looked after" by the local authority; other children, such as sick children; young carers; those children from families under stress; pregnant school girls and teenage mothers; and any pupils who are at risk of disaffection and exclusion. 0:     INCLUSIVE EDUCATION   To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? Your list? How? What are schools and teachers doing?  F)FFF?$# L P  INCLUSIVE EDUCATION For what purposes? To raise educational standards To reduce disaffection To prevent truancy and exclusions To support local communities To achieve full employment To reduce crime Z   INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing? Your list?  F)FFF?$# M' + INCLUSIVE EDUCATION How? Normally in mainstream school settings by: a curriculum that matches the needs for all providing high quality teaching (and training!) recognising the different needs of learners constructing teaching inputs to match needs providing support to match need promoting transferable skills recognising that learning takes place within a social context What structures have you seen at Kingsbury? PaP7 P P[,   How at Kingsbury? Structures m. Mentoring programme in (EIC) . Mentoring KS3 strategy Gifted and Talented programme (G&T) Special Educational Needs unit (SEN) Hearing impaired unit Visually impaired unit English as an additional language unit (EAL) Departmental policies Differentiation in schemes of work Lesson planning for SEN pupils and staff What can be seen in classrooms at Kingsbury?V< - -m Actions in class  Signer in class for hearing impaired Support worker for visual impairment Other support workers for specific pupils Enlarged sheets Specific pupils sit in front of screen/board Stand in front of hearing impaired pupils while talking to assist lip reading Use microphone and transmitter for hearing aids/sound field Concentrate on key words for literacy Allow for medical conditions Incorporate cultural diversity into lessons (dances, foods)F Identification of S.E.N.s School Action SENCO( Special Educational Needs coordinator). I.E.P.(Individual Education Plan) P.S.P.(Pastoral Support Plan) Parents and pupil involved. School Action Plus External agencies involved. Educational psychologist I.E.P Statement of Special Educational Needs Statutory assessment of S.E.N L.E.A.involved. Who decides on action? P P P3 P PN P( PP  P ///&/#     A%Inclusion and DifferentiationThose involved: Teachers Support assistants Parents SENCO Therapists Psychologists Counsellors Mentors Health workers Specialist teachers Connexions PInclusion and differentiation In mainstream classes: Variety of teaching styles Variety of learning tasks Variety of learning styles Variety of supports Aim: to help pupils towards independent learning Ng; h5Any questions?    Special Educational Needs   Special Educational NeedsIdentification and assessment8Examples of pupils with special educational needs. Why do you think the child had special educational needs? What tasks was he/she being asked to do? Was there any special support of any kind? What adults are you aware are involved with this pupil? What was the outcome or what do you predict would happen?J4 d 5Identification of S.E.N. Differentiation by teacher and in-class support No further cause for concern for pupils who make appropriate progress. Progress continues to be cause for concern, pupil identified as having special educational needs. School Action Progress continues to be cause for concern. School Action Plus Progress continues to be cause for concern. Statutory assessment of S.E.N. | Pg PP P///Kh ///2 /}  $(  r  S B pP   r  S 1 p  H  0޽h ? a(___PPT10i.C+D=' = @B +}   p$(  pr p S   7T   r p S h  d   H p 0޽h ? a(___PPT10i.@+D=' = @B +r)\#iZm)s_#0(   l6Click here to see the codesSEN codes.docb/ 0DTimes New Roman@,@, 0DArialNew Roman@,@, 0 A .  @n?" dd@  @@`` H(S     # lAA1?/@8ʚ;ʚ;g4OdOd 0ppp@ <4!d!d w 0@,<4dddd w 0@, <4BdBd x 0@,~0___PPT10 pp>___PPT9 ? %/*"Inclusion 5/3/08 Identify and locate SEN staff and information. Consider for whom, why and how inclusion operates. Explain the role and plan for support staff. # SEN Codes  JFind your special friend with the correct code Click here to see the codes/  0/J INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? Your list? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing?  P3PPP?$#  :P INCLUSIVE EDUCATIONFor whom?  All of our young people including: Children with Special Educational Needs (S.E.N.) Children in care Minority ethnic (Ethnic Minority and Travellers Attainment Grant: E.M.T.A.G.) Children from families under stress Pregnant schoolgirls and teenage mothers Gifted and talented children girls and boys; 1PP  PMP-P  P & ,  !`For whom?  All of our young people including: 1  &0 minority ethnic and faith groups, Travelers, asylum seekers and refugees; pupils who need support to learn English as an additional language (EAL); gifted and talented pupils; children "looked after" by the local authority; other children, such as sick children; young carers; those children from families under stress; pregnant school girls and teenage mothers; and any pupils who are at risk of disaffection and exclusion. 0:     INCLUSIVE EDUCATION   To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? Your list? How? What are schools and teachers doing?  F)FFF?$# L P  INCLUSIVE EDUCATION For what purposes? To raise educational standards To reduce disaffection To prevent truancy and exclusions To support local communities To achieve full employment To reduce crime Z   INCLUSIVE EDUCATION  To raise Education Standards for All of Our Young People CIRCULAR 10/99 : SOCIAL INCLUSION For whom? Who is included in  All ? For what purpose? Are there a number of reasons why this is important? How? What are schools and teachers doing? Your list?  F)FFF?$# M' + INCLUSIVE EDUCATION How? Normally in mainstream school settings by: a curriculum that matches the needs for all providing high quality teaching (and training!) recognising the different needs of learners constructing teaching inputs to match needs providing support to match need promoting transferable skills recognising that learning takes place within a social context What structures have you seen at Kingsbury? PaP7 P P[,   How at Kingsbury? Structures m. Mentoring programme in (EIC) . Mentoring KS3 strategy Gifted and Talented programme (G&T) Special Educational Needs unit (SEN) Hearing impaired unit Visually impaired unit English as an additional language unit (EAL) Departmental policies Differentiation in schemes of work Lesson planning for SEN pupils and staff What can be seen in classrooms at Kingsbury?V< - -m Actions in class  Signer in class for hearing impaired Support worker for visual impairment Other support workers for specific pupils Enlarged sheets Specific pupils sit in front of screen/board Stand in front of hearing impaired pupils while talking to assist lip reading Use microphone and transmitter for hearing aids/sound field Concentrate on key words for literacy Allow for medical conditions Incorporate cultural diversity into lessons (dances, foods)F Identification of S.E.N.s School Action SENCO( Special Educational Needs coordinator). I.E.P.(Individual Education Plan) P.S.P.(Pastoral Support Plan) Parents and pupil involved. School Action Plus External agencies involved. Educational psychologist I.E.P Statement of Special Educational Needs Statutory assessment of S.E.N L.E.A.involved. Who decides on action? P P P3 P PN P( PP  P ///&/#     A%Inclusion and DifferentiationThose involved: Teachers Support assistants Parents SENCO Therapists Psychologists Counsellors Mentors Health workers Specialist teachers Connexions PInclusion and differentiation In mainstream classes: Variety of teaching styles Variety of learning tasks Variety of learning styles Variety of supports Aim: to help pupils towards independent learning Ng; h5Any questions?    Special Educational Needs   Special Educational NeedsIdentification and assessment8Examples of pupils with special educational needs. Why do you think the child had special educational needs? What tasks was he/she being asked to do? Was there any special support of any kind? What adults are you aware are involved with this pupil? What was the outcome or what do you predict would happen?J4 d 5Identification of S.E.N. Differentiation by teacher and in-class support No further cause for concern for pupils who make appropriate progress. Progress continues to be cause for concern, pupil identified as having special educational needs. School Action Progress continues to be cause for concern. School Action Plus Progress continues to be cause for concern. Statutory assessment of S.E.N. | Pg PP P///Kh ///2 /I  0 `X(  r  S A pP   r  S ,B       <C1?/7 O XTargets: 2  H  0޽h ? a(___PPT10i.u+D=' = @B +r_"u_Ɠ#