Judith James Independent Special Education Consultant Background New

Judith James Independent Special Education Consultant

Background

New challenges in the mainstream classroom O Many children with cerebral palsy are placed in mainstream O Teachers are usually very inexperienced in this area O Can we create an integrated approach in mainstream?

All mainstream teachers are under pressure… O Target setting / progress – achieving standards – O O Ofsted! Planning for the individual needs of lots of SEND children / providing specific work/modifying tasks Managing a timetable that may now include visiting professionals who withdraw the child or want to observe Having to direct the teaching assistant and getting time for feedback / dialogue Liaising with professionals, getting advice and training, being able to implement this Learning new and specialist information…

Feedback from teachers… O I worry that he is not making enough progress O I don’t have any time for feedback as the TA goes O O O home at the same time as the children The TA meets therapists so I’m not sure what goes on He keeps missing maths/science/literacy There are so many people coming – what about the rest of the class? It is really hard to fit in all of the extra things – physio, additional reading, the maths catch up programme, the occupational therapy tasks His mum is really anxious and always on the phone

But it is possible… O Kit is in year 2 in a mainstream school. He has dystonic cerebral palsy which means he has significant problems with communication, mobility and some associated learning difficulties. He is a switch user, is beginning to use eye gaze and is managing to keep up with his peers.

How does his package work? O There is a combination of independent (privately O O funded) therapists working with colleagues from the public sector – excellent relationships have been established Large but open MDT meetings support dialogue, sharing of ideas and agreeing who does what, and helps to monitor progress Teachers and assistants have been trained to support specialist approaches and they share their worries and queries when they meet new challenges School are confident in using packages such as Clicker and equipment such as standing frames and walkers. Parents take a lead role in liaising and providing consistency in approaches between home and school

O Care staff at home support school work and reinforce learning in core areas. They have joined in training with school staff to ensure consistency in approaches. O Parents maximise opportunities such as taking his walker to the supermarket O He is encouraged to accept help from his brother at home, peers in school to reduce reliance on adults O Staff have been trained to have high expectations and not to promote learned helplessness

Creating opportunities; having a go…