[senco-forum] Training for all teachers

of time for training then I do feel quite concerned at the suggestion that

I didn't miss the smiley.

You say, 'If there is a limited amount
> of time for training then I do feel quite concerned at the suggestion that
> time be taken up in going through the SEN CoP.'

You have exaggerated what I wrote. I did not say 'time be taken up in going
through the SEN CoP.'

You say, 'Factual information can be
> read at any time and particular areas of relevance can be highlighted in
> handouts.'

How is that different to what I said, apart from it using more words?

I gave 10 brief points, with the shortness of the PGCE course in mind.
--
Sheila
Primary

----- Original Message ----- 
From: <astryngia at tiscali.co.uk>
To: <senco-forum at lists.becta.org.uk>
Sent: Tuesday, August 01, 2006 5:56 PM
Subject: Fw: [senco-forum] Training for all teachers

> I'm sorry you were offended.  You may have missed the 'winkie'. I simply
> used the list to make a point.  My comments were not intended as a
personal
> slight.
>
> Learning about some of the dynamics, realising how desperately anxious
> parents and children are (for their different reasons) and having the
> confidence to deal with what at first sight seems insurmountable (by
knowing
> that there are solutions and that small actions can make big differences)
is
> much more challenging than dealing with factual information and could so
> easily be put to one side as 'too difficult'.  If there is a limited
amount
> of time for training then I do feel quite concerned at the suggestion that
> time be taken up in going through the SEN CoP. Factual information can be
> read at any time and particular areas of relevance can be highlighted in
> handouts.
>
> I was quite offended by your remark to me.  I struggled to remind myself
> that 'behaviour has a reason' and managed to see beyond my own offence and
> realise that I had offended.  But I needed time to think.  It's more
> difficult to do this in the classroom and there is less inclination to see
> children as having been hurt and angered by some action or comment in the
> classroom - or even having the right to such feelings.  Where there is no
> malicious intent, we often forget that we have been 'thought - less' (as
> perhaps I was).  It raises the issue of how much 'thought' we are prepared
> to offer SEN children, particularly those with invisible disabilities who
> can be very unrewarding.
>
> Namaste, as they say.  :-)
>
> ----- Original Message ----- 
> From: "Sheila Daly" <sdaly at btinternet.com>
> To: <astryngia at tiscali.co.uk>
> Sent: Tuesday, August 01, 2006 7:10 AM
> Subject: Re: [senco-forum] Training for all teachers
>
>
> > Sorry you are crushingly bored - and rude.
> >
> > My 10 points were not in order of priority. I did not say parents should
> > be
> > put last.
> >
> > Teachers do need to know what is in the SEN CoP.
> > And children probably do not have all the answers.
> > --
> > Sheila
> > Primary
> >
> >
> > ----- Original Message ----- 
> > From: <astryngia at tiscali.co.uk>
> > To: <senco-forum at lists.becta.org.uk>
> > Sent: Tuesday, August 01, 2006 12:37 AM
> > Subject: Re: [senco-forum] Training for all teachers
> >
> >
> >> Let's not make SEN too crushingly boring. ;-)  I don't think teachers
> >> need
> >> to learn what's in the SEN Code of Practice - that's the job of the
> >> SENCO.
> >> In my experience the change needed at classroom level is in skills and
> >> attitude.  In particular, I'd like to see parents being put first, not
> > last.
> >> Parents are the greater expert in their SEN children, in their
children's
> >> disabilities and how to manage those disabilities; furthermore, it is
> > their
> >> legal responsibility to ensure their child is educated according to
age,
> >> ability, aptitude and special educational needs.  They have every right
> >> to
> >> be fully involved.  At the same time, they have little knowledge of -
or
> >> power over - the system. That can be very threatening, leading to
> >> conflict
> >> and misunderstandings.
> >>
> >> 1.  To listen to parents, to create a positive working relationship and
> >> to
> >> manage that relationship by treating parents as equal partners and as
> >> experts in their own field.
> >> 2.  To recognise and value difference
> >> 3.  To understand the concept of invisible disabilities and to practice
> > that
> >> required 'leap of imagination'.
> >> 4.  To understand that all behaviour has a purpose and that if there is
> >> 'behaviour' then the teacher needs to stop and 'listen'.
> >> 5.  To have confidence that there really are simple solutions and that
> > small
> >> adaptations can be hugely effective.
> >> 6.  To know that they don't have to have all the answers (but that the
> > child
> >> probably does ;-))
> >> 7.  To understand the impact of the Expert Patient concept and the aims
> >> of
> >> SPP and similar in creating parents as experts
> >> http://www.expertpatients.nhs.uk/parents.shtml;
> >> http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=217
> >>
> >>
> >
> >
>
>