Student Teacher GrowthUsing ‘Additionality’ in ITE as

a Vehicle for Practical SEN Training

Rachel Barrell and Robyn Cox University of Worcester

This seminar outlines how one ITE provider has embraced recent TDA initiatives to enhance the profile of SEN in an undergraduate programme

Following the implementation of the TDA pilot study we reflected on and refined the programme to enhance the experience. The seminar will present some practical solutions to the problems that we encountered.

By drawing on interview, observation and questionnaire data a close insight to the student teacher growth will be made together with recommendations for good practice in the area.

Part 1 – The wider TDA context and how University of Worcester responded

Part 2 – Description of our implementation- the TDA pilot

- embedding in ITE provision Part 3 – The research project

Part 4 – Additionality and future plans

Part 1 – The wider TDA context and how University of Worcester

responded

Andrew Adonis, Minister for Children, Schools and Learners, said: “The Government is committed to securing better outcomes for children with special educational needs and disabilities and ensuring they get the best possible deal.

Improving workforce skills is central to our plans and the lion’s share of this money – some £12m – is being devoted to work designed to improve coverage of SEN and disability in initial teacher training, induction and continuing professional development.“ (2008)

Context of Project for ITT students

The release of Every Child Matters (2004) prompted questions about ‘personalised learning?’

The new QTS standards devote a standard (Q10) to this area

‘ITT is fundamental to making sure that every teacher has the skills to personalise learning’. 2020 Vision Report (2006)

How do we ‘empower’ students to fulfil these obligations?

Challenges for ITT

TDA identify that there is currently an inconsistency in provision across ITT providers in the preparation of teachers to for special provision

These skills as fundamental to ITT and require ‘demonstrating and embedding good practice’ (2006).

GTC (2007) – ‘enable trainees to gain experience of working with children with a range of special educational needs’.

How we responded at the University of Worcester

Male (2006) Why do students lack confidence in working with children with SEN?

Lack of knowledgeFear of the unknownDoubts about abilities to cope with severe

needs / challenging behavioursLack of specialist skills

Reflecting on the student experiences

• Strong interest from students to build expertise, take risks and overcome ‘fear of the unknown’.

• Module flexibility – additional experiences and alternative pathways

• Staff expertise and development

Vehicle chosen – TDA funded pilot project 2006/7 in partnership with Institute of Education, University of London

Part 2

Part 2 – Description of our implementation

- the TDA pilot

- embedding in ITE provision

TDA SEN and/or Disability training materials and extended placements.

Element 2 – Extended placements provisionAims and RationaleTo develop trainees’ knowledge, skills and

understanding of inclusive practice.To challenge stereotypes and ‘see past the label’ to

the child.To generate interest in working in special provision

when qualified.To enhance their skills when working with children

with additional needs in mainstream education.

The placement

over two years

Year 1 pilot 2006-2007

Year 2 Embedding 2007-2008

Year 3 Development

2008-2009

Methodology – Cycle 1 Year 1 Pilot – • 10 students from UG Year 2 4 week paired placement • 3 special schools.• MLD, SLD, ASD pupils• Two assessed visits by University tutor• Pre and post practice tutorials• Completed adapted Professional

Development Profile (QTS SEN standards)• ‘Bespoke’ mentor training

Methodology – Cycle 2Year 2 Embedding • 8 students from UG year 2 completed a 4

week paired placement • 3 SEN schools Cycle 2 • MLD, SLD, ASD, PMLD• Pre and post practice tutorials• Completed adapted Professional

Development Profile (QTS SEN standards)• Unassessed placements – why is this

important?

Year 2 Embedding continued• Students took part in semi-structured

interviews focussed on Male’s (2006) confidence indicators

• Facilitators of learning mentoring system put in place (mentors students from Cycle 1)

• Establishing closer connection to colleagues in SEN provision

• ‘Bespoke’ mentor training

Methodology – Cycle 3

Year 3 Development• 16 from UG year 2 students a 4 week paired placement• 7 special schools• A range of additional needs • Finely tuned selection process – Cycle 2

students involved in selection process• Completed adapted Professional

Development Profile (QTS SEN standards)• Unassessed placements

What we have learnt - Selection procedures need to be rigorous

and transparent (not just looking for the best student)

- Relationships with colleagues in school central and important (bringing them in from the cold and listening to their voice)

- Students need to be carefully prepared and certain of support (peer mentoring; available and committed academic staff, external training course for behaviour management)

Part 3

The data collection and the ‘student voice’

The Street Fair – Oxford Reading Tree

Sequencing- Using Symbols

TEACCH

Two sets of data collection Cycle 1 – Pilot Assessed observationsPre and post practice tutorialsStudent assignmentsStudent presentations Cycle 2 - EmbeddingSemi – structured interviews Pre and post practice tutorials and

questionnairesStudent assignments and presentations

Assessed observations – Cycle 1 Pilot

Student grades in QTS Professional Standards

0

1

2

3

4

5

6

7

8

1 ProfessionalValues and Practice

2. Knowledge andUnderstanding

3. Planning,Expectations and

Targets

3.2 Monitoring andAssessment

3.3 Teaching andClass Management

Standards

Nu

mb

er o

f st

ud

ents

Outstanding Very good Good

Student grades for SEN standards

0

1

2

3

4

5

6

7

8

4.1 identificationassessment and

planning

4.2 effectgive teachingensuring maximum

access to thecurriculum

4.3 development ofcommunication, literacy

and numeracy skills

4.4 promotion of social,emotional developmentpositive behaviour and

preparation foradulthood.

Selected SEN standards

nu

mb

er

of

stu

de

nts

Outstanding Very good Good

Assessed observations – Cycle 1 Pilot

Pre and post practice tutorials and questionnaires

As it common prior to students going into placement to have a tutorial with the supervisory tutor we kept this constant during Cycle 1 and 2.

Cycle 2 we added a pre and post practice questionnaire based on Males (2006) confidence indicators and the seven SEN standards.

Interviews – Cycle 2

Again these allowed the student to talk about their experiences in a non-threatening situation.

Prior to the placement all students expressed lack of confidence and fear of taking risks – whereas, after the practice they were confident to express things like-

‘It has made me a better teacher’.

The assignments and presentations - A Celebration

of Success• Presentations were given by students in Cycle 1

and 2. • Cycle 1 audience were class teachers, UW staff

and project evaluation team from the Institute of Education, University of London

• Very positive – preconceptions of special provision challenged.

‘I have learnt a lot about the meaning behind the classroom.’

‘You were absolutely right about feeling exhausted - there is just so much information to take in and it turns all previous placements on their head – brilliant.’

‘we were more able to ask questions and have a completely open mind to all that we see, do and learn’.

‘I quickly became immersed in the whole new world of education and care’.

‘Today was great! Really got an idea for the school’.

‘I am slightly worried about being able to control certain pupils behaviour but I’m sure I will pick it up eventually!’

Part 4

Additionality and Future plans

Additionality• Our provision goes beyond compliance to

achieve a level of excellence – open to engaging with external initiatives.

• A proactive provision provides a responsive curriculum and a hands on pedagogy.

• This equips our students to be thoughtful, talented and in demand teachers.

What Next? The National Context

Launch of SEN and disability training materials for ITT in June 2008

‘Every child deserves chance to make the most of their potential and we can only make this happen if teacher have the knowledge, understanding and skills to identify pupils’ learning needs at an early stage and adapt their teaching to meet those needs.’

Lord Adonis (2008)

TDA Training Materials in mainstream provision

• 18 taught modules aimed to develop trainees’ knowledge, skills and understanding

• Includes DVD clips to support training across the degree programme

• Extensive resource for implementing into UG modules (www.ttrb.ac.uk)

• Using these to support both students undertaking extended placement and general cohort in UG Year 2.

Successful areas to build on…

Student knowledge and transfer of Multi-Sensory Teaching Strategies

That the ‘Traditional model’ of classroom challenged. Q18, Q30

Use of specialised teaching techniques – TEAACH, PECS, Snoezelen, Sherbourne

Links with external agencies – Ed Psy, SLT, OT, music therapy, social workers Q20

Links with QTS standards –’creative approach towards innovation’ Q8

Student Teacher Growth?Are the skills learnt in special provision

transferable into mainstream?‘Flexible in applying existing

knowledge and understanding of a wider range of diverse needs’

What about the other way round?‘She has adapted planning to support

the pupils in her class and adapted resources to meet the needs of the pupils’.

Mechanistic v flexible teaching approach

‘She quickly learnt that by adapting an intensive interaction approach to play and learning, she could communicate to and with pupils successfully.’

ReferencesDfES (2004) Every Child Matters: Change for Children, HMSO, London

DfES (2006) 2020 Vision Report of the Teaching and Learning in 2020 Review Group. London: HMSOGeneral Teaching Council for England (2007) Consultation on draft guidance from DfES on Planning and Developing Special Educational Provision.

Male, D. (2006) Including Students with special educational needs in mainstream schools: What do teachers need to know, understand and be able to do? What do they need to have experience of? University of London

TDA (2008) Special Educational Needs and/or Disabilities: A Training Resource for Initial Teacher Training Providers, Primary Undergraduate Courses. London: TDA

TDA (2007) Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TDA

Questions..

• We would appreciate any feedback or questions.

• Thank you for coming along to this session and we hope it has been informative and useful.