[senco-forum] Severe Learning Difficulties

Hi Mary. My specialist (B.Phil) qualification is in SLD -- although I qualified some time ago and have been out of practice for some years -- so I will be somewhat out of date -- particularly on current inclusion practice.

Teaching SLD pupils is a very specialist area. There needs to be very detailed IEPs and very small steps / finely graded programmes for each of her / his areas of need. And much overlearning. Targets need to be very clear and measurable -- each small step forward must be seen as a great success and celebrated whenever achieved. Communication development will be a central core of the learning process -- plus much sensory and physical / coordination activity -- depending on her / his fine and gross motor skills development. Such a child will need a highly adapted / modified curriculum -- but has a right of access to all (core) aspects of the National Curriculum -- unless formally withdrawn from particular aspects -- which is a legal process with a requirement to have a detailed alternative curriculum formally in place and detalied (not just referred to) within the statement. I guess this has not been done -- and that the child is missing (not by your fault) aspects of the National Curriculum to which s/he is legally entitled -- with no legally consitiuted alternative or adapted curriculum in replacement. So it is likely that the statement and the LEA arrangements for this child's currivculum entitlements are irregular -- and the LEA may well be in breach of legal duty in the way the statement has been written.

Unqualified additional TA support -- whilst useful if the person is capable and concientous -- is totally inadequate on its own. In addition, there is a vital requirement for a specialist outreach teacher from one of the SLD special schools in the area to be visiting and advising on intensive specialist programmes -- and for this teaching and advisory / monitoring provision to be specified in quantified terms within Part 3 of the statement. Expecting non specialiist m/stream staff to understand and meet this child's SEN is completely unacceptable in my view,

Also, an intensive speech and language programme is essential -- with this provision specified in detail and quantity in Part 3 of the statement (as advised as a virtual must in the CoP based on case law).  I would expect at least a weekly hands on session from a qualified SLT if there are severe communication difficulties -- to work with the child 1:1 and to devise programmes/monitor progress.advise and train staff.  The specialist outreach teacher should have a similar role and they should be attending IEP and and annual reviews. A LEA EP should also be highly involved in advising staff and and setting programmes. If there are motor difficulties similar intervention from Occupational and Physio therapy may also be required.

I admire you and your colleagues for trying to manage without intensive expert professional help -- but my (outsiders) view is that this is not in the best interests of the child. If the statement is less than 2 months from issue -- I would advise that parents lodge an appeal for high level specialist advisory tuition / therapy provision. Placement could also be looked into -- access to sensory rooms and other specialist / therapuetic provision as found in traditional SLD special schools (one day per week access?) could be of huge value -- whilst still maintaining the m/stream placement.

If the statement has been in force for over a year -- parent and / or school can request a re-asessment -- in order to trigger appeal rights -- so that specialist provision as advised during the re-assessment (parents can insist on this advice being caried out via specialist assessment - or commission her own if it can be afforded) can be added to the statement -- with the LEAs accountability to the Tribunal as a driving froce for a much increased sufficiency of provision for this child. 

Best wishes Brendan King

-----Original Message-----

From: Mary Gill 

To: senco-forum at lists.becta.org.uk

Sent: Wed, Oct 3 1:22 PM

Subject: [senco-forum] Severe Learning Difficulties

Hi 

Has anyone any experience of working with a Year 7 student who is working at or below Reception level? (P5-7) with severe communication difficulties. I am trying to develop a workable IEP for this pupil around the early primary strategies. I have no experience of this stage so it is hard work. Do you think it's acceptable to devise the IEP around the 5 Early Learning Goals? Has anyone got any tips or advice? The advice from the LA is lacking to say the least - I might as well just get on with it. 

He is working outside the classroom with some inclusion where appropriate - PE, Music, Art, RE, Geography, History where the teachers are very inclusive and, with the help of an experienced TA, some basic but meaningful work is going on. Literacy and Numeracy, Language Development etc is being covered by a Senior TA with primary experience or myself in the SEN room. We are doing OK but it is VERY time consuming and sometimes we feel in the dark! 

Hope you can help! 

Thank you 

Mary 

PS the LEA are funding a Statement with 20 hours of unqualiified support (about £5000 per annum) 

and refuse to increase it. 

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