This is a simple view of SEN in mainstream – I’d like to refine it and would welcome contributions
SEN should be embedded within each educational establishment rather than an add on. Preferably with SENCO/Inclusion Manager as member of SMT in a strategic role.
There should be clear processes to identify learners with SEN/literacy/numeracy difficulties and then interventions put in place which are monitored for progression and evaluated for effectiveness.
Whole school screening would identify learners with possible specific difficulties; for those who are ‘at risk’ a full diagnostic assessment should be undertaken by a specialist employed by the school, a cluster of local schools or LA SEN service. Results from these tests should be shared with all teaching staff and a ‘passport to success’ should follow said learner through his/her school career. This would highlight their difficulties and give recommendations on how they can access the curriculum effectively.
A solid link between pastoral and SEN should be visible to ensure behaviour is not masking underlying difficulties.
Funding should be ring fenced which pays for specialist staff, training, whole school awareness, interventions and resources.
A clear strategy to involve parents will be positively encouraged – parents should feel included in interventions and given regular feedback of their son/daughter’s progress. A provision map should be shared with parents to inform them of the school’s interventions and support.
Assistive technology should be widely available to all students who require it and accepted as part of their ‘usual way of working’ within the classroom setting.
To ensure all learners with SEN reach their full potential, their needs should be identified and strategies put in place.
@aspiedelazouch has a good plan in his school – here’s the link http://aspiedelazouch.edublogs.org/?p=90