SENDT Reflections

b558ec7ba439a6ffd0ceb3c4660897f2_special-education-clip-art-special-education-clip-art_500-375This year will make 10 years since I trained as a teacher. It is no wonder then, that I have started to reflect on the journey and what I would have done differently. In one way or another, my students are still with me. Whether they appear on trains or in the drive thru, in a plane or just my memory, I have come to accept that their story will always cling to me. Their lives are continually shaping me.

So, now I wonder, what would I have done differently and below, I’ve taken the time to chart a few reflections:

For the little boy with the veiled anger and buried hurts who was nowhere near the old level 3, I wish I had the time to hear you read. I should have given you more spelling tests and tried to get you out on trips. I should have created word walls and vocabulary lists, set you targets to use new words and make opportunities for you to use them. For you see, recently, it has come home to me that in schools, we are often expecting students to create extended answers. However, if the students do not have the language to do so then getting these answers are near impossible. So before we begin to ask for paragraphs and extended responses, we must ensure that our students have the language to make this a reality.

For the other little boy, the one who should have a diagnosis of autism, I should have chased it for you. I should have gone beyond the rhetoric that your parents were not interested and called them myself. I also saw your loneliness, I saw the anxiety now that must have been chipping away at the dawn of teenage-hood that made you withdraw from your peers. I should have requested that the learning mentors buddied you up with someone. I should have made more time for you, perhaps prepped you with questions at the start of the lesson so that you were more confident answering them as we would go through the lesson. This could have made you more confident, it could have helped your peers to see the possibilities that I will always see in you. I know I placed you near the door, so if ever your fight/flight/freeze impulse flared you would have an easy way to escape. But I regret that now, I should have put you front and centre, directly in my line of sight so that I could forever get to you. I did growl for you though. The minute they hinted at marginalising you, I would snip them back in line but those who seconds in an eternity where I am absent. Your memory tears me up!

And to the students who were always off task, wiggling in your seat and ready to drift off at any moment to near oblivion who I strategically seated next to the quiet intelligent ones to maintain my sanity, you needed a checklist. I simply could have kept you a little more focused by giving you the feeling that you were achieving, that you were making steps. Perhaps, you also needed a sensory aid just to settle you, or a cushion to make you move in your place but I never knew they were out there then. I do now of course and although I would definitely use them, I would still want you to say random things and make me smile.

I remember the young, black boys too who thought they were some kind of ‘bad man’. At every turn, they are ready to swagger and light up the room with some new slang. When they started to lose the plot, have a few too many fights, they could have used a few comic strip conversations to view their thinking and the people they’re arguing with in an objective way. It would have helped them to really think about the world outside of themselves. And I should have found ways to get you mentors from the community, people who could help to show you that the see more in you than you do in yourself.

And for all of you who hated English and reading and writing, we should have spent more time just talking. We should have had more artists in, performed poetry and do presentations. We should have danced, done the olden days equivalent of the dab whilst making rhymes about the things we’ve learnt. I still remember when Freddie  Macha came in for some workshops. Where ever you are, my lovely class, I think you will too.  I know we had fun in the end and that you all tried so hard. You might not all have gotten Cs, but you went far beyond expectations. I’m still saluting you.

And for the little girl with the long black hair, who had started to perform beyond expectations and then suddenly stopped coming in, I should have gotten your parents in and tell them that you’re smart and could go on to do amazing things. It might not have made a difference but I feel now, that I should have tried.

Through it all though, meeting you all has been a blessing. I just wish now that my teacher training had helped me to recognise that meeting the needs of my SEN learners, went far beyond coloured paper, clear tasks and dyslexic friendly fonts. It’s so much more than where you seat them or by differentiating, giving them a simple text. It’s myriad strategies and ways in, realising that each child is unique and forever bringing their own things. And as teachers who are SENDT (Special Educational Needs and Disabilities Teacher), we must identify what they bring and if it is a barrier, we must lead them past it, however gently.

 

Building Automaticity in Handwriting

Loving this!

The Stable Oyster

English teachers seem to attract a lot of comments about students’ handwriting. Parents are often keen to discuss it at parents’ evenings, often pushing it as a discussion point over other important areas of their child’s progress. Other subject teachers often feel (sometimes correctly) that handwriting is indicative of literacy levels and sometimes (incorrectly) that it’s indicative of academic ability. I sometimes resent the frequency of these comments; literacy is a whole-school issue, yet seems to get dumped at the English faculty door. Literacy is not the same as English Language and certainly not the same as English Literature. I acknowledge crossovers but on a bad day, I feel aggrieved that my subject is reduced, in the minds of some others, to penmanship.

I do see that the need for written fluency in English is perhaps more pronounced than in other areas. I started to look into it: the literature on the physical processes…

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Are Special Schools Fit for Purpose?

For some, this is a daft question. Of course, they are fit for purpose! Of course, we need them! This is the place for young people with severe and complex needs; this is where they are provided with specialist equipment and specialist teachers that you might never find in mainstream. In special schools, these young people feel they belong, they are included. If you take the time to watch them, chatting away to their peers, an adult or alone, you will see how happy they are. How safe!

But are they fit for purpose?

In a sense, yes. For those students with severe cognitive impairment, who will not progress beyond P Scales throughout the duration of their time in education, I would say, yes. If these same students with severe cognitive difficulty are also violent, non verbal, require specialist IT equipment to communicate, then once again, yes.

However, as with any organisation or group, special schools possess a rainbow of students. There are those who began their journey with little language, poor social skills and progress that did not go past P Scales but with great teaching or maturity or their own thirst to improve, they have broken through those barriers. There are those, who with time, perform as well or even better than their peers without SEND. There are those, who with time, have come to show that they are capable of accessing the same subjects and curricula as the latter students. So the question is clear:

For these learners, is it necessary for them to go to special schools?

The answer is simple, absolutely not. Special schools are only fit for purpose if they are able to provide the curriculum which allows their students to progress to their best self. If the students, who perform as well as their non SEND peers are in a system that is stuck on P Scales, it is possible that such school are not adequately meeting the need of their students.

Yet, even in this case, there are those who would argue that regardless of the academic possibilities of the child, the young person’s  ability to participate socially takes precedence. And it is in special schools that the social skills of SEND learners are often fostered and brought to the fore.  This is the place where they are given copious opportunities to interact and communicate with others without judgment or too much fear. And so, they would argue, that even though special schools might not challenge these learners academically, at least socially that child would be able to interact with the world.

Special schools, as with all schools, should be able to meet the needs of a learner both socially and academically. In both areas, it should allow the learner to progress and achieve to the best of their ability. If it not able to cater to these areas, then it is not functioning as it should. I admit that for some special schools, with a high number of both able and less able students, it is an extremely challenging situation.  How do they effectively provide a curriculum that caters to those on P Scales and those on national curriculum levels, especially if they are mixed across classes and key stages?

In a situation like this, I think schools should create two streams of pupils within the school, one for those who are able and one for those who are less able. Doing this would mean that subjects like Maths, English and Science at the very least, are taught at the appropriate level to challenge all learners. It would also mean that teachers would not have to struggle to teach students at P Scales and at Level / Stage 3 or above in the same lesson. This of course, might be an unrealistic suggestion as special schools often struggle to recruit staff and so may not have the manpower or monetary resources to make this type of streaming possible.

Could there be another way?

I suspect, there might be an even more difficult solution. In cases where special schools have come to realise that there are students who with time, are performing far above what their schools provide, parents should be contacted and alternative arrangements made. This could be by linking the student to a main stream school to pursue interests to a higher level or it could be by transitioning the learner to a mainstream school with a SEN Unit. The impact of funding on special schools if this is to be done could be vast, in some cases catastrophic if many students fit this category. However, isn’t it a part of any educational establishment’s duty of care to ensure that their students are able to be their best?

But luckily…

…the winds are changing in special education and the government’s changes now mean that more students with SEND are able to attend mainstream schools. In this way, those students who with time can perform as well as their non SEND peers, have the opportunity to experience a vaster range of subjects. They have greater opportunity to discover their innate talents and gifts, the areas for which they have a flair. It is possible that in these environments, these students can see that the sky is the limit but they just have to take their own time to get there. I believe that mainstream schools are also awakening to the reality that for these students, it is important to balance the social and the academic for these students. Therefore, more emphasis is being placed on both the social and the academic to ensure that these students are given the opportunity to develop independence and resilience.

So, are special schools fit for purpose?

Of course they are! But only if the curriculum is right.