E111-TMA02-Including all children

E111 – Supporting Learning in Primary Schools - TMA02
Including all children

In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity.

INTRODUCTION

I am a classroom assistant in a year one class of 29 pupils, there are 15 girls and 14 boys and of those children, 14 have English as a second language, two have SEN School Action plans and two have SEN School Action Plus plans with one child who has a statement.

For this assignment I am concentrating on the one child from my year one class, Aaron, a 6 year old boy has been diagnosed with ADHD (Attention Deficit Hyperactivity Disorder), ODD (Oppositional Defiant Disorder) and possibly Dyslexia.

He has difficulty in developing literacy and numeracy skills, which affects attainment in other curriculum areas, because of this he has fallen severely behind his peers in his progress.

Aaron presents persistent emotional and behavioural difficulties which substantially and regularly interfere with his learning.

Aaron also has communication difficulties, he finds it difficult to sound out new words and, when talking, he sometimes mispronounces his words. He also has difficulty in remembering what someone has just said to him.

Aaron has IEPs (Individual Education Plans) and a BSP (Behaviour Management/Support Plan) in place.
Words – 217

AN UNDERSTANDING OF THE CHALLENGE TO INCLUSION

Inclusion depends on the individual child coupled with the attitude and approach of the school. It ensures that every child has access to the curriculum and participation in all school activities even if they are not in the classroom full time, they still get the same inclusive access to the curriculum as all the other children in school, no matter their ability, culture, race, religion, sex, age, disability etc.-KU 1.6

Just as with Stephen Lunns child, Mattew, in the course study material, (Open University 2013) Aaron needs to:
Develop more age-appropriate basic skills of literacy (reading, writing, and spelling) and numeracy.
Be able to use phonetic knowledge to blend words when reading.
Write his b and d around the right way.
Consolidate age-appropriate skills of negotiation and conflict resolution in his peer relationships
Develop the skills of responding appropriately and acceptably in his relationships with adults in school.

As stated previously, Aaron has difficulty in developing his literacy and numeracy skills, which affects his attainment in other curriculum areas, because of this he has fallen severely behind his peers in his school progress.

To help support Aaron in his progress in developing his literacy and numeracy skills, on a one-to-one basis, we go to the library where it is quieter and less chaotic for extra reading or maths so that Aaron can concentrate better, where we read, write and play constructive educational games.

To assist Aaron with his emotional, behavioural and communication difficulties, I sit with him in class listening to what the teacher is saying and repeat it to Aaron in an easy to understand way so that Aaron can complete the task set, I gently remind him to put his hand up in class rather than just blurt things out and when he starts to feel angry, I take him out the class and we sit somewhere quietly and chat about how he was feeling and why and then to divert his attention away from those feelings, we talk about the things he likes doing, his hobbies and interests.

He also sees a Behavioural Support team once a week to help control his anger issues, where he learns to use his emotions in a good way with breathing, counting and asking to go to his time out space.
Words - 392

APPROACHES TO SUPPORTING LEARNING

A school is an institution peopled by children and adults. The school exists to facilitate the education and development of children. Whatever the adults’ specific roles in the school, they are primarily there to support the children’s learning.
In good practice, schools show a strong commitment to partnership work, looking for opportunities, seizing them, and establishing, developing and maintaining relationships with external agencies.

According to my school policy on inclusion, School Policy, (2009) Inclusion in education is all about equal opportunities for all children whatever their age, gender, ethnicity, attainment, and background. It ensures particular attention to the provision made for and the achievement of different groups of pupils within the school. We are aware that specific groups of children are more likely to underachieve and/or suffer discriminatory practice than others within our society. These groups include:
Girls and boys
Minority ethnic and faith groups, travellers, asylum seekers and refugees
Pupils who need additional support to learn English as an additional language
Pupils with disabilities
Pupils with special educational needs
More able and gifted and talented pupils
Children who are looked after by local authority
Other children, such as sick children, young carers and children from families under stress
Any pupils who are at risk of disaffection and exclusion

There are three main principles as set out in the National Curriculum:
Setting suitable learning challenges
Responding to pupils diverse learning needs
Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Our commitment
We are committed to constantly monitor, evaluate and review our practice to ensure that all pupils:
Make good progress and achieve
Are able to learn effectively without interference and disruption
Are treated respectfully
Receive additional help according to their needs
Have access to a broad balanced and relevant curriculum
Feel safe secure and happy within our school setting
Reach their potential both academically and personally KU-1.5

What support or advice is provided by external agencies, if any, and why?
All schools work alongside a host of well established external agencies in and beyond the school setting, whose main aim is to help support the pupil, teacher, school and parent/carer.
External agencies bring a high degree of specific professional knowledge and specialist skills which teachers themselves may not have.
The behaviour specialist that works with Aaron helps support and advise him with his anger management issues and advises staff that work with him on different approaches that would be beneficial to Aaron.

What approaches are used and why you think they are important.
And,
What the support provided by the school and, where relevant, external agencies is trying to achieve.
The support provided enhance high quality learning and teaching, helping place classroom learning in context and helping young people to see the purpose and relevance of what they are doing. External agencies can also derive professional development from their involvement in schools, including becoming more aware of classroom practice. Many organisations are keen to make a contribution to the education of children and young people and use of their staff as external experts helps to facilitate this.
Many agencies become involved in schools through the initiative of individual teachers or establishments. Some experts make initial contact with schools whilst others only work in local schools or schools in which they have known contacts. This can mean that some schools are not always able to engage external experts as a result, for example, of their location. Local authorities often help to overcome this difficulty.

Why the support provided is important in terms of the child, the other children, the teacher and the school.
Benefit for pupil
There is evidence of clear benefits from the use of external experts. School staff are very positive about the benefits for young people resulting from well planned contributions by external experts, recognising that their contribution builds on and enhances learning led by teachers. External experts can bring valuable specialist knowledge and skills to areas of the curriculum, helping children to see the relevance of learning in personal and social education which enriches the pupil’s experiences, by allowing them to make links between work that is going on in their own community and what they are learning in class.
Benefit for teacher
Contributions from external experts complement the work of the teacher and help to enhance high quality learning and teaching. Many teachers report that they derive significant professional development when working alongside external experts.
Benefit for school
The use of local external experts can help strengthen partnership links with and within the community, for the ultimate benefit of the young people and their community. As well as helping to develop the curriculum of the school, involvement of experts can support the development of the ethos and life of the school as a community.
Working collectively to obtain positive outcomes, schools and outside agencies work in partnership.
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REFLECTING ON THE SUPPORT
.
According to Kristine Black-Hawkins et al, (2007), there is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental effect on the achievement of other children. KU-1.2

Challenging this basic assumption, achievement and inclusion in schools argues that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but essential if all children are to have the opportunity to participate fully in education.

Katherine Wear (The Open University, 2013) suggests that the construction of a ‘sense of self’ is a task that begins in infancy and continues until we die.

A child’s ‘sense of self’ (or identity) is well formed by the time they start school at around 5 years of age. This will have arisen from a number of considerations including their family background (e.g. language, culture, religion) their gender, their experience of friendships, and even their feelings about the way they look.

When a child enters a school environment, it brings demands in terms of new friends, learning and in particular, age-related expectations from the adults in the school, we expect them to adjust to our demands, so it is important that they develop a positive self-image, as this will impact on their self-esteem and confidence. KU-1.1

Like Pat Howlett (The Open University, 2013) in the module material, when I first met Aaron, Aaron and I just seemed to click, there was a rapport, and he shared a lot with me regarding his likes and dislikes, hobbies and interests and was very easy to talk to regarding his feelings, which made it very easy for me to help with his difficulties.

By encouraging Aaron to become involved with the setting of his literacy, language and numeracy goals, he feels more in control, important and more able to complete the tasks I ask him to complete thus encouraging his sense of self worth, confidence and self-esteem.
Words – 338

CONCLUSION

I would never have thought that it was society that created the disability, but after reading everything for this TMA, it’s clear that it’s society that makes it difficult for children and adults who have impairments.

We all, in principle adhere to inclusion policies, but the problem I think lies in other peoples attitudes, beliefs and values. As a TA, we can also be subjected to exclusion, depending on the attitude of the staff we work with. Some teachers like and prefer to work alone so will not include their TA during the teaching of lessons, preferring their TAs to do more mundane duties such as administrative work or clearing up after activities, whilst other teachers welcome their TAs with open arms, involving them in all aspects of the school day.

Like in the DVD (The Open University, 2013) sequence, Co-Teacher, teacher Sandy Lang and teaching assistant Jakub Bedner have a good rapport, taking cue from each other and work well together, myself and the teacher I work alongside are like that, we work well together, knowing how each of us works helps us with the teaching of the class, she is really appreciative of the extra help I provide and encourages me to participate in planning and leading activities. I also assist her with assessments and contribute to her notes for parent consultations. – PPS 4.2

Even though a school has a moral duty to provide any and all help to children to help them succeed in learning, I know through personal experience, how hard/difficult it is to get the help needed.

My own son has IEPs, I now have a lot to thank regarding this course, it has led me to so much information I didn’t know existed. I now have so much more insight in school policies and procedures, which has very recently aided me in challenging my son’s IEP’s. –KU 1.7
Words - 315

Total Word Count - 2091

References

British Education Research Association (BERA) (2011) Ethical Guidelines for Educational Research, London, BERA Office of the United Nations High Commissioner for Human Rights (2011) Convention on the rights of the child [online] Available at www.bera.ac.uk (Accessed 11 January 2014)

Katherine Wear (Eds) (2013) Primary Teaching Assistants: Learners and Learning, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University,

Kristine Black-Hawkin, Lani Florian, Marty Rouse. (2007) Achievement and Inclusion in school, Routledge Chapman & Hall Publishers.

School Policy, (2009), Inclusion, Equality and Diversity Policy, (unpublished document)

The Open University (2013) Primary Teaching Assistants: Learners and Learning, Pat Howlett, Book 1, Activity 4.1: Children’s Emotional Well Being, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University

The Open University (2013) Primary Teaching Assistants: Learners and Learning, Stephen Lunn, Book 1, Ch 6, Calm, Purposeful, Happy, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University

The Open University (2013) “E111 DVD” [Co-Teacher – Block 2, sequences 5-11], E111 Supporting Learning in Primary Schools, Milton Keynes, The Open University

References: British Education Research Association (BERA) (2011) Ethical Guidelines for Educational Research, London, BERA Office of the United Nations High Commissioner for Human Rights (2011) Convention on the rights of the child [online] Available at www.bera.ac.uk (Accessed 11 January 2014) Katherine Wear (Eds) (2013) Primary Teaching Assistants: Learners and Learning, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University, Kristine Black-Hawkin, Lani Florian, Marty Rouse. (2007) Achievement and Inclusion in school, Routledge Chapman & Hall Publishers. School Policy, (2009), Inclusion, Equality and Diversity Policy, (unpublished document) The Open University (2013) Primary Teaching Assistants: Learners and Learning, Pat Howlett, Book 1, Activity 4.1: Children’s Emotional Well Being, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University The Open University (2013) Primary Teaching Assistants: Learners and Learning, Stephen Lunn, Book 1, Ch 6, Calm, Purposeful, Happy, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University The Open University (2013) “E111 DVD” [Co-Teacher – Block 2, sequences 5-11], E111 Supporting Learning in Primary Schools, Milton Keynes, The Open University