CLEAPSS

CLEAPSS

Science for Secondary-aged

Pupils with Special Educational

Needs/and or Disability (SEND)

CPD unit for science departments in mainstream schools

CLEAPSS

Aim of the session

The aim of this session is to explore ways in which policy and practices in Science can be developed in relation to SEND students.It supports the use of CLEAPSS publication G077 Science for Secondary-aged Pupils with Special Educational Needs and/or Disability (SEND), revised 2012.

CLEAPSS

Objectives:

• To identify implications for changed practice in the team

• To consider the needs of SEND students in mainstream classrooms

• To become more familiar with CLEAPSS publication G077

CLEAPSS

Structure: key questions addressed

• What is meant by SEND?• What are the obligations and

expectations upon teachers?• What particular challenges are present in

science?• What support and guidance is available?• What are the implications for future

action?

CLEAPSS

Introduction

“…….. all teaching staff are responsible for the provision for, and progress of, young people with SEN and/or disabilities. This has marked a shift away from the ‘medical model’ of disability ….. to one of ‘inclusion’ which focuses on removing barriers to learning and raising expectations and achievement.” G077 Preface

CLEAPSS

Categories of need recognised in the Code of Practice

Think about students currently studying science in the school or college who have a recognised need or disability and identify various categories:•Cognition and learning needs •Behavioural, emotional and social needs•Communication and interaction needs •Sensory and physical difficulties•Hypersensitivity to chemicals

CLEAPSS

What are the obligations and expectations upon teachers?

“The review “A statement is not enough”, (Ofsted 2010), identifies that children and young people with SEND make good progress when there is good teaching and learning, close tracking, and rigorous monitoring of progress with intervention quickly put in place and monitored for impact.” G077

Activity: look at the quotes and decide how you might respond.

CLEAPSS

What particular challenges are present in science?

• Teachers from different subjects can usefully collaborate to share effective strategies; the particular challenges presented by science are often related to practical activities.

• Question: what experiences have members of the team had in the redesign of practical activities to make them more accessible?

• Activity: Try one or more of the activities; be prepared to share the feelings you experienced whilst attempting the activity.

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…. lesson plans should utilise the three circles of inclusion …

CLEAPSS

Sources of help and advice

• There are many sources of help and advice; the SENCo is central to co-ordinating external support, views of parents, and other professionals, and should be consulted in the first instance.

• It is also important to find out the views of the student. They will tell you their strengths as learners, what they find difficult as well as strategies they may have learned to overcome barriers.

CLEAPSS

CLEAPSS publication G077 Science for Secondary-aged Pupils with Special Educational Needs/and

or Disability (SEND)• This publication was revised in 2012 to respond to

changes in legislation, codes of practice and effective practice.

• It is intended to provide teachers with guidance in the identification of effective teaching strategies.

• Sections cover:– Sources of help in the education of pupils with SEND– Teaching science to pupils with SEND– Guidance on specific needs– Managing the teaching of pupils with SEND– Adapting existing accommodation for science– Requirements for teaching pupils with SEND

CLEAPSS

Sample guidance: 6.1 Pupils with speech, language and communication needs.

• The first part explains what the term means, why the condition may arise and the implications for the student.

• The second part indicates characteristics that such children may display, e.g. “may not volunteer to answer questions.”

• The third part suggests some strategies that teachers may deploy, e.g. “‘What’, ‘where’ and ‘who’ questions are easier to answer than ‘how’ or ‘why’ questions and can be used to enable your student to succeed in front of their peers.”

CLEAPSS

Activity: Making effective provision

• Look at the sample lesson plan on Activity Sheet 3.

• Decide how you might need to modify the plan to ensure access for the three students identified.

• Be prepared to share your ideas.

CLEAPSS

What are the implications for future action?

• What would help develop the quality of the provision for SEND students? Consider students currently studying science.

• Discuss ideas and identify future actions for the team.

• Agree actions, outcomes, responsibilities and timescales.

CLEAPSS

Objectives:

• To identify implications for changed practice in the team

• To consider the needs of SEND students in mainstream classrooms

• To become more familiar with CLEAPSS publication G077