[SENco-forum] was; Here we go...now How to distribute resources fairly (long)

My children in the past received no help for being 'gifted'  or for having dyslexia until as parents we pushed like crazy to get some.

The dyslexia makes it hard to spot the giftedness (top 10% IQ by government policy) as their CAT scores are depressed to around average -  as is their in class written work.  It will be interesting to know how Kate's school picks up it G& T with SEN or whether they only come to light if they happen to be 'talented' i.e. good at a particular subject.

I had to pay for an EP report for 3 of mine costing me about £700 to find their true IQ and the extent of their dyslexia.

In denial the 4th child had to wait until her university picked her up for dyslexia although we knew her IQ was 151 from a MENSA test.  This and being at a good grammar school meant that she survived to University, whereas my other 3 sinking slowly in local comprehensives will not. They, apparently, are still better off than some children with worse SEN (?) being 'blessed' as they are with a higher IQ and thus denied adequate support to reach their full potential. 

Where is the fairness in this system of resource allocation?

Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Kate Barnes
Sent: 29 December 2007 15:55
To: 'senco forum'
Subject: [senco-forum] was;Here we go...now How to diistribute resources
fairly (long)

The issue of distribution of a finite amount of resources is one that most SENCos face daily. But don't forget that this is also a dilemma for LAs and for government. Its easy just to demand more money - but maybe that should go to schools in Africa or Cancer research. The key question is how do we divide what we have? I fully accept that parent's must fight for the maximum possible for their children, and fight hard for max funding for my school... but taking a wider perspective while we are all on holiday....
I have spent time thinking some of this thru over the years and would be interested in the forums views on my ramblings so far! 
All children would achieve more with extra provision - 1:1 support, use of laptop, small group work.
I justify the direction of this support at those with SEN (and more recently those who are G&T) by explaining that lessons ("quality first teaching", to use the jargon) are aimed and differentiated at the average/below average and above average learners. Those who fall outside this group are therefore getting less than their share of education. 
This fits in with the subjective interpretation of the code of practice phrases "school action" etc. For example; a child in my school who is catered for as part of the below average group in his class, does not need to be at School Action, because their needs are being met. (My LA manages to hold to this policy while also having level descriptors for each SEN Stage, which SENCos are required to use!!)
So are high IQ dyslexic children getting their share?  - maybe not, but they are probably getting more from the system than a child with moderate learning difficulties with no support. Such children are often discharged from speech therapy because their speech is "in line with their global development" and don't qualify for extra time or laptops because their scores are low across the board.
Parents of these children see this as giving more support to those with more potential, while leaving those "slow learners" to sink, because they wouldn't achieve much anyway. But they know, just as the parents of students with High IQ/dyslexia that their child would achieve more with more support. 
And then of course there are those wretched league tables and government initiatives, which encourage us to focus on children who will make progress(as measured by SATs). Apparently he latest "making good progress pilot" promises £500 cash for each pupil who is below age related expectations at start of the key stage but achieves age related levels at the end! If this catches on us SENCos might suddenly be invited in from the cold - but only for those who have the potential to reach age related expectations of course...
Kate

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