SOCIAL FACTORS FOR PUPILS WITH SEND BY JASMIN

SOCIAL FACTORS FOR PUPILS WITH SEND BY JASMIN, SAKERA AND ALICE

THROUGH THIS POWERPOINT WE WILL BE LOOKING INTO … • WHAT ARE SOCIAL FACTORS WITH PUPILS WITH SEND • WHY SOCIAL FACTORS EFFECT PUPILS • HOW CAN YOU OVERCOME THESE EFFECTS, STRATEGIES TO SUPPORT

SOCIAL FACTORS AND HOW THEY RELATE TO SEND LEANERS • SOCIETY/ ATTITUDES AND BELIEFS • FAMILY • LIFESTYLE • SOCIAL MOBILITY • ETHICS AND RELIGION Society and attitudes towards pupils with special needs is extremely varied, some people either have a large or small understanding on special educational needs. Having an understanding is crucial when faced with a situation that is either unknown or recognisable. Arguably is society, and families being given the opportunity to delve deeper into disabilities their children or even other children have. Unbelievably the Department of Education (2017) have stated, ‘A minority of local authorities have also supplemented schools funding from general funds’ arguing that the local authorities have redirected their funding, additionally presenting their argument as, ‘this approach is not sustainable without affecting other local services’ The local authorities lack of funding could link to the reason social factors such as the ones listen have possibly such a lack of understanding and knowledge how to help and work with SEND Department for Education, (2017), Support for pupils with special educational needs and disabilities in England, [online], pupil. available at, https: //www. nao. org. uk/wp-content/uploads/2019/09/Support-for-pupils-with-special-education-needs. pdf,

THINGS YOU CAN DO AS A TEACHER FOR PUPILS FROM SOCIALLY DISADVANTAGED BACKGROUNDS • Set up mentoring for students and teachers. Students can learn from their peers how to handle difficult situations and make the most of their schooling. Teachers can discuss students or situations that need attention or special care. • Identify students who would benefit from more help either in groups, perhaps in breakfast or homework clubs, or breaktime sessions with snacks as added incentives; or one-on-one. • Provide careers talks and opportunities to meet positive role models; develop alumni networks (with Future First’s help). • Treat students equally; disadvantaged students can perform to the same standard as their advantaged counterparts and progress to university. • Make sure students are signed up to get free meals. Students don’t go hungry, while schools receive extra funding which can be used to further help pupils. • Encourage all students to get enough sleep. Disadvantaged students may have more complicated sleeping or home arrangements, but students who are tired find it harder to study. • Offer counselling. If funding is available, look to external counsellors. Otherwise, can inhouse staff be trained to address the relevant issues?

THINGS YOU CAN DO AS A WHOLE SCHOOL FOR PUPILS FROM SOCIALLY DISADVANTAGED BACKGROUNDS • Senior leadership team: a named senior leader driving and reviewing impact of practice within the school for this group. • Have Whole-school professional development: professional development activities for staff focused on most able disadvantaged pupils • Classroom: the most able disadvantaged pupils were specifically included in lesson planning Beyond the classroom: this cohort was a focus for pastoral support, such as mentoring, and for opportunities to develop wider skills and interests through cultural visits, and joining clubs or societies. • Academic extension (‘stretch and challenge’) and, where necessary, academic support to get back on track (address any underachievement) • Cultural extension activity (‘widening horizons’, ‘raising aspirations’, ‘opening eyes/minds to opportunities’) • Personal development activity (e. g. support/opportunities around raising confidence, addressing emotional and/or social issues, leadership opportunities, community involvement) • Addressing material poverty directly, if necessary (e. g. paying for equipment, lending uniform, paying for/contributing to cost of trips)

TOP TIPS FOR SUCCESSFULLY UNDERSTANDING AND MANAGING BEHAVIOUR… • Relationships with parents • Communication with pupil • Additional support put into place • Providing suitable dietary/drink • Helping to try to reduce anxiety at all times. • Instil acceptable behaviour and positive self belief.

UNDERLING SOCIAL FACTORS MAY RESULT IN SPECIFIC ACCEPTABLE OR UNACCEPTABLE BEHAVIOUR. However it should be noted that acceptable behaviour is a contingent of social ecology. There are four measures of social behaviour; SEN individuals show to have significantly poorer behaviour when compared to non-SEN individuals: Positive: Self regulation – problem solving, motivation, self confidence, assertiveness Pro-social behaviour – peer empathy, co-operation, altruism Negative: Hyper-activity – reduced self control, impulsiveness Anti-social behaviour – verbal abuse, aggression https: //assets. publishing. service. gov. uk/government/uploads/system/uploads/attachment_data/file/351489/RB 3 51_-_Influences_on_students__social-behavioural_development_

A SIGNIFICANT IMPACT ON POOR BEHAVIOUR IS A RESULT OF ECONOMIC STATUS • Family poverty • Low level education • Living in disadvantaged, deprived areas Individual experiencing the above have poorer self-regulation and social behaviour outcomes. Further, research reveals that various characteristics of individual students and their families increase the risk of poor behavioural outcomes. Social emotional difficulties can limit an individuals ability to function effectively. Also, resulting in behaviours that may cause classroom distraction, restricting the individuals learning as well as overall classroom achievement. In many cases individuals experiencing social and emotional difficulties feel a sense of failure as they have real difficulty developing basic literacy and numeracy skills. Ø Behavioural outcome derived from social emotional difficulties: • • • Withdrawal Anti-socialness Un-Cooperating Aggressiveness Low-self-esteem

PROBLEMATIC PUPIL BEHAVIOUR CAN BE GROUPED INTO FIVE CATEGORIES (CAMERON 1998) 1) aggressive behaviour (e. g. hitting, pulling hair, kicking, pushing, using abusive language); 2) physically disruptive behaviour (e. g. smashing, damaging or defacing objects, throwing objects, physically annoying other pupils); 3) socially disruptive behaviour (e. g. screaming, running away, exhibiting temper tantrums); 4) authority-challenging behaviour (e. g. refusing to carry out requests, exhibiting defiant verbal and non-verbal behaviour, using pejorative language); 5) self-disruptive behaviour (e. g. daydreaming, reading under the desk). (Cameron, 1998 p 2). According to the Steer Review, Connections between behavioural standards and SEN and disabilities are intricate and profound and they are made more complex by the many differing types of SEN. (Steer, 2009 a p 22). https: //assets. publishing. service. gov. uk/government/uploads/system/uploads/attachment_data/file/184078/DFERR 218. pdf

STRATEGY CONSIDERATIONS • Often times more than one strategy may be required to help • Strategies are not a holistic approach rather they should be individualised and catered to specific needs • Before strategy implementation teaching style should also be considered • A key to effective strategic outcomes is consistency Strategy implementation Classroom strategies to raise pupil achievement • Set ground rules to ensure expectations are known • Focus on behaviour, not the child's personality • Ensure assignments are aligned with potential • Exaggerate the positive, individual praise • Assign small structured targets • Encourage individual to recognise their strengths • Discuss and agree targets, apply rewards • Assign responsibilities within the classroom • Praise efforts

IMPLEMENTATION Daily report card – daily monitoring and recording log of student behaviour and achievement, with immediate teacher feed back, guidance and praise through out the school day. Followed by the implementation of a reward system at home to further motivate positive changes. Parent/carers sign the form to encourage student accountability. This evidenced based strategy helps student to refrain from problematic behaviours that deter learning and interfere with wellbeing (Murry et al 2008). Although this strategy can help to significantly improve classroom behaviour it is limited in is ability to affect academic achievement (Pakie et al 2009)

REFERENCES • HTTPS: //ASSETS. PUBLISHING. SERVICE. GOV. UK/GOVERNMENT/UPLOADS/SYST EM/UPLOADS/ATTACHMENT_DATA/FILE/184078/DFE-RR 218. PDF • HTTPS: //ASSETS. PUBLISHING. SERVICE. GOV. UK/GOVERNMENT/UPLOADS/SYST EM/UPLOADS/ATTACHMENT_DATA/FILE/351489/RB 351__INFLUENCES_ON_STUDENTS__SOCIAL-BEHAVIOURAL_DEVELOPMENT • HTTPS: //BSO. BRADFORD. GOV. UK/USERFILES/FILE/BEHAVIOUR%20 SUPPORT%2 0 SERVICE/SEBD%20 TEAM/SENCO%20 INDUCTION%20 RESOURCES/2%20 STRAT EGIES%20 FOR%20 SUPPORTING%20 PUPILS%20 WITH%20 SEN%20 PDF(1). PDF