Description: Qualified teacher Matthew shares his insight on Catering for SEND students in mainstream education.
A Shift in Education
The growth of SEND (Special Educational Needs and Disability) within mainstream secondary schools is a modern issue.
However, catering for these students’ needs is a practice that goes as far back as the 1800s.
Although, in the last 60 years there has been a significant shift in the way education views SEND students.
During the 1960’s members of society would petition to support individuals with disabilities being educated in the same mainstream secondary schools as their peers.
This was to allow them better access and participation in social life.
This went on to be known as the disabled people’s movement and would create The Education Act of 1981.
It distinctly stated that SEND students should be allowed the same opportunities to be educated in mainstream schools to absolve discrimination.
Modification
The key to supporting SEND students is a modification of the curriculum to a student’s needs.
This is not just simply giving students the opportunity to access the curriculum, but instead moulding the curriculum to meet the requirements of SEND students.
All curriculums should suitably challenge students. This can help to adapt to each student’s needs while overcoming any potential barriers to learning or assessment.
Modification of assessment is also vital to catering for students.
Teachers need to carefully plan and deliver their assessment of SEND students.
This is vitally important for PE teachers as more SEND students with physical, visual or hearing impairments are being educated in mainstream schools.
They might not be able to use the same equipment and resources as their peers.
The Department of Education suggests that the use of performance indicators of assessment are the best way to accurately assess SEND students.
It enables students to set realistic targets going forward.
Approaches
The Graduated Approach by The Department of Education is the choice as a model of action and intervention.
It recognises that there is a continuum of special education needs.
The aim of the approach is to offer additional support for SEND students who are still struggling in lessons even after receiving a high level of teaching.
Training
Finally, the training given to both qualified and training teachers with regards to catering for the needs of SEND students is widely discussed and often criticised.
Numerous teachers reported they believe the training they received has been inadequate.
Training during ITT should be matched with CPD sessions to provide educators with enough information to cater for SEND students.
By Tutor Matthew. Contact Us