[senit] Inclusion development programme

Inclusion Development Programme?

I'm not that sure I even applaud this initiative, even though I take  
Ian's point that aiming to help some children is perhaps better than  
nothing.

I certainly agree that the utterly predictable situation where  
children who have the more severe and profound learning needs are  
sidelined is unacceptable. It is poor pedagogy, ill-informed and  
ignorant of what can be gleaned by learning from best practice with  
these learners, to influence work across the education sector.

I notice on the site that the focus is:
In 2007, the first year of the IDP, the focus will be on Dyslexia and  
Speech Language and Communication Needs. Throughout the remaining  
three years of the programme the focus will be on Autistic Spectrum  
Disorders (ASDs), Behavioural Emotional and Social Difficulties  
(BESD) and Moderate learning Difficulties (MLD)

Might we one day get beyond this labelling culture to one where we  
can tune into the whole 'personalised learning' idea (wonder what  
sector that first emerged in? Mainstream was it?)?

And to my mind most importantly of all, this programme with goodness  
knows how much funding behind it, targets inclusion in mainstream  
schools, as though that's the only place it can happen. Why couldn't  
the programme have considered the inclusion of all children in  
whatever educational setting they happen to be? Special schools have  
to consider the issue every bit as much as mainstream schools, home  
educators, PRUIS's, religious schools, rural/urban - the list could  
go on and on.

As long as the idea persists that mainstream placement is the holy  
grail then we will continue to have a culture that thinks of special  
schools as a lesser being and rather sad that the child had to end up  
there after everyone's valiant efforts to keep them in the 'proper'  
school. The more I think about it the more I feel we're ready for one  
of those upheavals in terminology that can seem unnecessary when it  
happens, but can help shift attitudes over time. Maybe we should stop  
talking about 'special schools', and 'special educational needs' and  
find some new words to force people to question what they understand  
of the school itself, rather than what they think they know already.

On the flier of information about the programme:
the CPD programme and supporting materials, which will be presented  
through a series of DVD- and web-based resources
So, all of our colleagues in mainstream settings are expected to  
develop adequate skills through this distance learning model, whilst  
holding down their existing job and hopefully serving their existing  
pupils to an excellent level not impeded by the effort of this CPD.  
When training to become a primary school teacher, or a secondary  
geography specialist, trainees are given in-depth courses, most  
certainly not just a few twilight inset sessions or a DVD to study  
now and again. Is there a lack of understanding of the complexity of  
working with many of our children? Is it seen as a lower level of  
intellectual challenge? And are the children being targeted by this  
training model at risk of being short-changed?
I do not in any way mean to impugn the quality and dedication of  
mainstream teachers working to achieve the very best for all of their  
pupils, but having been there myself and moved into an SLD school  
back when most of my colleagues had had the benefit of 3 or 4 years  
of specialist training to work there, I know how far I have had to  
come and how much I had to learn, and am still learning, 21 years  
down the line.

Sorry to have dragged on for so long - if you made it to the bottom  
here!

Regards,

Sean O'Sullivan
sean.frankwise at easynet.co.uk
Headteacher (acting)
Frank Wise School, Banbury
http://www.frankwise.oxon.sch.uk

http://www.parkroadict.co.uk

On 17 Oct 2007, at 10:14, Ian Bean wrote:

> Inclusion Development Programme?
>
> While I can understand the need to maximize the use of resources by  
> targeting high incidence sen, indeed I applaud any government  
> initiative in this sector, why is it that the kids with severe and  
> profound difficulties are always the ones to be left out. As we all  
> know, including pupils with SLD/PMLD presents an enormous challenge  
> to schools and their staff.
> I guess, like always, we'll use what's useful and adapt what's not.
>
> Best Wishes.
>
> Ian
>
> -----Original Message-----
> From: senit-bounces at lists.becta.org.uk [mailto:senit- 
> bounces at lists.becta.org.uk] On Behalf Of cenmac4 at aol.com
> Sent: 17 October 2007 09:47
> To: senit at lists.becta.org.uk
> Subject: [senit] (no subject)
>
>
> http://www.standards.dfes.gov.uk/primary/features/inclusion/sen/idp
>
>
> Just thought I would like to bring your attention to 'The Inclusion  
> development Programme' which I understand is launched today.
>
> There is a list of Dissemination days and information days but it  
> looks like it is being rolled out in Local Authorities.
>
> Interesting developments as it is to support pupils with Dyslexia  
> and pupils with speech Language and communication needs.
>
> I was just wondering if anyone has heard of this programme.
>
> Trish
> CENMAC