[SENco-forum] Teaching programme

At my school we have 50% identified on the CoP, I don't have the staffing

I find this an amazing situation, half of the school population has SEN!
this is statistically unbelievable.  By whom and how are these children
indentified, what methods do you use to teach reading?

And to SEN at tringham I disagree that year 7 is too late, look up the OFSTED
report from Launceston Community College and see what they said there about
how they were delaing with their poor readers, if you cannot find it I will
send you an edited copy that is restricted to the reading programme being
used.   I am currently working with others with adults from 18 to 72 both in
the community and also in a prison setting and they are learning to read
fairly rapidly simply because the methods being used are well thought out
and refect the current state of research.  If you can speak and hear you can
learn to read and write as print is simplpy speech put on paper using a code
and a set of rules.

Philip EP

----- Original Message ----- 
From: "Richard Cook" <richard_cook at blueyonder.co.uk>
To: <SEN at tringham.net>; "Becta Senco" <senco-forum at lists.becta.org.uk>
Sent: Saturday, December 16, 2006 7:14 PM
Subject: RE: [SENco-forum] Teaching programme

> At my school we have 50% identified on the CoP, I don't have the staffing
to
> provide anywhere near 1:1 for more than a handful.
>
> Richard
>
>
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of
> SEN at tringham.net
> Sent: 16 December 2006 17:46
> To: Becta Senco
> Subject: RE: [SENco-forum] Teaching programme
>
>
> While I agree with the points on Media manipulation what is harder to deny
> is the 40% with learning difficulties they found that even shocked the
head.
>
> Year 7 is way to late to intervene, even if the feeling is some help is
> better than no help. Even though MRI is now showing that the brain is not
> completely set at 12 it does require the use of different pathways or
areas
> as can be seen for late 2nd language learners.  Our grandmothers always
knew
> that " you can't teach an old dog new tricks".
>
> 1:1 intervention for now for those 'trapped' in the system until different
> teacher training can prepare those who really want to teach for all the
> differing SEN in the classroom.  Couple this with  a re-think so that
> 'inclusion' does not only translate to 'everyone in the same classroom'
> regardless of whether it addresses their teaching style or SEN needs and
> then we will be moving forward.
>
> Sharon T
>
> -
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