People with SEN come from a whole range of backgrounds and although it can sometimes be associated with less affluent areas there are other statistics that impact whether a child stands the risk of having SEN. Statistics show that the ratio of boys to girls identified with SEN was approximately two to one across all age groups. For example within KS4 9% of boys were identified compared with 5% of girls. Generally, pupils from ethnic minorities, and also pupils who use English as their second language are more likely than their piers to be identified as having SEN. Pupils who were born in the summer months of the year are also more likely to have SEN, nearly 30% of all August born pupils within KS1 have SEN, this figure is reduced as pupils get older. (Statistics taken from: )
It is often criticised that by putting children with SEN in mainstream classes that it can have an adverse effect on other pupils within the class. This may result in classes being unchallenging and being too simple to stretch the needs of the more gifted students. This can also have a reverse reaction and that students with SEN are further disabled due to the lack of relevant teaching and resources to support their learning.
Most schools will undoubtedly have mixed ability classes meaning that pupils will have varying levels of ability. Teachers are now required to plan their lessons carefully in accordance with the pupils that they have in their class. By using a wide range of resources and materials, that are suitable for all pupils in the class, the teacher needs educate the students in the best possible way, this is known as differentiation.
Recent studies have been carried out to try to establish the effects of integration of pupil’s with SEN in mainstream classes. One of these studies was completed by the General Teaching Council in 2002 and outlined the following findings. Highly inclusive schools appeared to manage inclusion in a way that would reduce the negative impact inclusion may have on attainment levels. In inclusive schools where there is evidence that staff welcomed inclusion, and had a broad commitment to all children. The ethos in the schools reflected this and had a positive effect on pupils without SEN. This helps pupils with SEN to integrate into the school as any other child would.
The report also states that whilst studies were being carried out in schools there was no evidence to suggest that inclusion had an adverse effect on other pupils within the class. There were also no unusual techniques used in high inclusion schools, apart from an increased access to TA’s (Teaching Assistants). To make the most of TA’s, highly inclusive schools offered comprehensive training to ensure TA’s are able to plan and carry out in class support to a consistently high level. Schools which use TA’s well, will deploy TA’s who are supporting individual students in such a way that they may beneficial to other pupils. TA’s would also be allocated to departments and not just individuals. Pupils with SEN can also be paired together with a TA so that they could share support, and also support each other over a longer period.
In 1994 the government published the SEN Code of Practice; this was initially launched to place emphasis on identification and assessment of pupils with SEN. This Code of Practice placed emphasis on pupils with SEN as having the following difficulties:
- Learning Difficulties
- Specific Learning Difficulties (Dyslexia)
- Emotional and Behavioural Difficulties
- Physical Disabilities
- Sensory Impairments
- Speech and Language Difficulties
- Medical Conditions
The Code of Practice was then changed in 2002 and reduced the 8 categories into 4 new categories. These are:
- Communication and Interaction
- Cognition and Learning
- Behavioural, Emotional and Social Development
- Sensory and/or Physical
The 2002 version of this document was revised to include not only people with physical and sensory difficulties but also those with behavioural, social and learning difficulties. The revised Code of Practice provides and framework for developing strong partnerships between parents, schools, LEA’s and health and social services. The Code of Practice promotes a consistent approach of meeting the chills educational need and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process wherever possible. The detailed guidance of this Code is informed by the following general principles which should be kept clearly in mind by all parties working with children with SEN:
- A child with special educational needs should have their needs met
- The special educational needs of the children will normally be met in mainstream schools or settings
- The views of the child should be sought and taken into account
- Parents have a vital role to play in supporting their child’s education
- Children with special education needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum
(http://www.teachernet.gov.uk/wholeschool/sen/teacherlearningassistant/toolkit/)
The Code of Practice is a compulsory piece of government legislation and must be adhered to by all mainstream and special schools. The Code also states that all schools should admit pupils with already identified special educational needs, as well as identifying and providing for pupils not previously identified as having SEN. Admission authorities may not refuse to admit a child because they feel unable to cater for their special educational needs. It also states that admission authorities cannot refuse to admit children on the grounds that they do not have a statement of special educational needs or are currently being assessed.
As part of the SEN Code of Practice, it sets out recommendations that all schools should have a designated SENCO (Special Educational Needs Co-ordinator). The role of the SENCO is mainly to support the school and staff to ensure that the provision is made for children with SEN to have access to the best education and resources available to them. They should also liaise with parents and other professionals in respect of the children’s SEN; they should also ensure that the appropriate individual educational plans are in place.
Most pupils with SEN will integrate into ordinary schools. It is therefore important that schools understand every child’s individual need and gives them access to the best possible education available to them. It is often stated that by having pupils with SEN in mainstream classes, it disrupts the rest of the class and the work level is reduced. There is no evidence of this, and sometimes on the contrary. Classes that have access to good teaching assistants that not only spend time with their own allocated pupil, but also help the rest of the class have shown high levels of work due to the extra help for the teacher. As a result of the growing amount of pupils with SEN, the government brought in the SEN Code of Practice which basically states that pupils with SEN must have their needs met and the views of the child and the parent must be taken into account. The legislation also sets out recommendations that schools have to employ a SENCO whose role is to support the schools to ensure provisions are met for pupils with SEN.
Gifted and Talented
The Dfes defines gifted and talented as having abilities which are ‘developed to a level significantly ahead of their year group – or with the potential to develop those abilities.’ (Dfes sited at , Dec 2006) In the same article it defines ‘gifted referring to capability in academic subjects, talented covers visual-spatial or practical skills such as in games and PE, drama or art. (, Dec 2006)
The National Programme set out by the Dfes to improve the education of gifted and talented pupils aged 3-19 and has 3 core objectives, these are:
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Achieve significant, measurable improvement in the attainment, aspirations, motivation and self-esteem of gifted and talented pupils and students, especially those at risk of underachieving, including those from disadvantaged backgrounds.
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Improve the quality of identification, provision and support in schools, colleges, clusters, partnerships and LEAs, giving priority to the weakest, and develop robust quality standards to support this.
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Develop tools, and identify and use levers, to help ensure that every maintained school and college in every LEA is equipped to differentiate teaching and learning to meet individual needs at the upper end of the ability range.
( - last accessed: 23/1/07)
Identification and assessment of pupils defined as gifted and talented can be recognised through “World Class Tests”. These are a series of tests which include mathematics and problem solving based activities. The World Class tests are an initiative that were set up by the UK government and the Dfes which ‘are a key element in the UK Government’s strategy for gifted and talented children and will act as a benchmark to ensure that pupils educated in England are on a par with the best worldwide.’ (Barber 2001) On successful completion of these tests students then have the opportunity to join The National Academy for Gifted and Talented Youth (NAGTY). This academy was set up by the government alongside specialists from Warwick University following the successful Excellence in cities scheme launched by the government in 1999. The academy offers regular activities and summer schools for its members along with monitoring the needs of individual pupils. This group however only consists of the minority of gifted and talented pupils in UK schooling. We have to look at what schools and teachers themselves can do to be inclusive to the needs of the gifted and talented.
The government plans to have a national register of pupils aged 11-18 specifically for gifted and talented pupils. The register focuses on the results of pupils from KS2 and the top 5% will be invited to join NAGTY. However “there will be no distinction made between ‘gifted’ and ‘talented’ on the register. The move will also support ‘progression portfolios’ that will follow G&T students through their school careers.” ( - last accessed: 15/2/07)
‘Despite the progress we have made, we know that some schools and some staff still do not give the needs of these learners sufficient priority. Even where this is a priority schools and teachers can struggle to tailor teaching and learning.’ (Higher Standards, Better Schools for All, October 2005) Based on my experiences from teaching the government is right to believe that not enough is being done in certain schools to benefit these pupils. They can sometimes be looked upon by the teachers as creating more work and having to spend more time planning to meet their needs. Teachers must ensure that each child in the class is achieving as high attainment as possible and without stretching the child’s intelligence they will not fulfil their maximum learning potential. The government white paper also promotes setting and grouping in schools rather than basing classes on mixed ability groups. There are pro’s and cons to this situation but for gifted and talented pupils it will greatly benefit them. The class will be able to progress on at a much faster pace than a mixed ability and prepare these pupils better for progression into A-Levels and further education. Setting will also benefit the needs of the lesser able pupils with activities and work design for their needs and more support can be issued to those classes if needed.
In some schools pupils are now being offered flexible KS3 tests which gives pupils the opportunity to sit test at the end of year 8 and can progress on to take GCSE’s in particular subjects commencing in year 9 and could give some the change to take AS-Level in year 11.
As teachers, it is down to us to generate the best out of all the pupils and especially those defined as gifted, to do this we should expect pupils to:
- Work at a fast pace, assimilating and processing data rapidly and leaping stages in arguments and processes
- Handle multiple variables and adapt to new ideas and situations rapidly
- Make clear, precise, apposite responses to questions or tasks
- Produce work which is well presented, grammatical, accurate, rigorous
- Achieve an effective balance between selectivity and detail
(Clark and Callow, 1998, page 7)
The government is promoting schools to get behind their gifted and talented pupils and to recognise them for their abilities. Schools who actively seek for their able pupils are seen to be successful. ‘However, there can be disadvantages when schools identify able children – in the main the children themselves. While on one hand an appropriate education can eliminate feelings of frustration and even alienation amongst able children, on the other hand they can begin to feel pressurised to perform outstandingly and to be outstanding all the time, not only by their teachers but by their peers and their families.’ (Clark and Callow, 1998, page 60) It is from here that we have to allow pupils that we recognise as being gifted and talented to have a life outside of their education and provide them with a balance for this.
Schools and teachers also have to be careful of what can be known as the “lone ranger” syndrome. ‘The busy teacher may be only to thankful to be able to send a capable child to work on his own. If the teacher is not careful such a child may find himself working far too often and for far too long in isolation, and developing a “lone ranger” syndrome.’ (Leyden, 1998, page 65) In my own experiences I have also seen these pupils simply be told to carry on reading through the text book whilst others in the class catch up or given just another exercise which consists of more of the same. It is a hard balance for teachers to make but by progressing pupils at the same level when some pupils can be expanded into providing more analytical, evaluative answers to exam question must be done.
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Referencing
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Education and Learning, “What are Special Educational Needs”
Last accessed: 21/1/07
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The BBC, “What are Special Educational Needs”
last accessed: 21/1/07
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The General Teaching Council, Policy and Research, “Inclusion and Pupil Achievement”
last accessed: 21/1/07
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Teacher Net, Special Educational Needs – Removing barriers to achievement, “SEN Toolkit”
Last accessed: 23/1/07
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Department for Education and skills, Gifted and Talented – The National Programme - last accessed: 23/1/07
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The BBC, E-Credits for more Gifted Pupils, , Dec 2006, last accessed: 25/1/07
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Michael Barber – Prime Minister’s Delivery Unit, 2001, Sited in: Assessing Gifted and Talented Children, Qualifications and Curriculum Authority, London
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HM Government, October 2005, Higher Standards – Better Schools for all.
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Teaching Expertise, - last accessed: 15/2/07
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Catherine Clark and Ralph Callow, 1998, Educating Able Children – Resources and Processes for Teachers, Fulton Publishers.
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Susan Leyden, 1998, Supporting the child of Exceptional Ability, Second Edition, Fulton Publishers, London
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