This meeting we were joined by Sarah Johnson from Doncaster University Centre. The university offers a variety of courses for teachers interested in teaching learners with SEND. They also offer the SENDCO awards (Nasenco) and a foundation degree in special needs.
They aim to improve provision for learners all over world and have a variety of learners from around the world. Using a remote delivery method means that participation is open to a wider range of educators and modern technologies like online chat, online meetings and discussion boards mean that collaboration between those learning works well.
Many of the people studying have experienced difficulties in the past as a result of their own needs, and want to improve the system. By trying to incorporate SEND in as many courses as possible, the college wants to improve provision for all learners (the degree is suitable for those working with EYFS through to those working with post-16 learners).
As well as offering their programmes to interested teachers, members of the college are open to contact with our Inclusive science group and would like there to be a two-way dialogue to improve provision for all.
Of particular interest to our inclusive science group is their distance learning Master’s degree in SEND. By using a distance learning approach (much of it asynchronous and pre-recorded so you can fit it around your workload) and is intended to build upon a range of different teaching backgrounds. By getting teachers to present in different ways (e.g., posters, presentations) the courses are intended to be accessible to the widest range of education professionals possible.
There is also a strong focus on emotional welfare for both those taking part and those you work with professionally. There is student finance available and there may well be funding available for the new Nasenco award (details from the government are thin on the ground at the moment)
Sarah reports that learners who have followed their SEND courses are more confident working with SEND learners and doing the right thing. Combined with the improved knowledge of special needs and disabilities, this changes their teaching practice for the better. Some of the alumni go to work in specialist SEND roles (SENDCO, LA roles etc)
The content of the new Nasenco award is not known, so we don’t know if it will focus on the administrative aspects of the role or include strategies that might support learners and remove barriers.
The discussion moved to SEND research – where should we go to find research practice? Sarah pointed out the documentation surrounding the new code of practice (a guide to what’s coming) The participants couldn’t name any stand-out sources of information but participants in the chat suggested Shining a light on inclusive science teaching and learning (7-14 years) from SEERIH. Jane recommended the profile of inclusive teachers which advocates the importance of being a reflective practitioner and then being responsive to the needs of your learners. It is important that if you do try something out, it is important that you publish or share your ideas, perhaps in ASE journals or elsewhere.
A participant asked how we prepare learners to work with neurodiverse learners. Social stories were suggested as a way to prepare these young learners to work with researchers. Use symbols (for example writing with symbols) to make these accessible and include your own picture so they recognise you when you arrive.
Another delegate asked about resources for learners with ASC or other needs. The consensus was that this highlights a gap in the market and there isn’t an obvious store of SEND resources and that many teachers end up reinventing the wheel. Rob said that he ended up making his own resources to suit his way of teaching, Jane felt there is a need to share resources centrally but we don’t know how to make this happen. We will try and discuss resource sharing at a future meeting.
Links
Sarah Johnson sarah.johnson@don.ac.uk
Doncaster University Campus SEND courses https://www.ucdon.ac.uk/subject-areas/supporting-children-special-needs-disability-send/
Shining a light on inclusive science teaching (7-17 years) https://documents.manchester.ac.uk/display.aspx?DocID=62124
Teacher Education for Inclusion PROFILE OF INCLUSIVE TEACHERS: https://www.unicef.org/albania/media/401/file/Teacher%20education%20for%20inclusion.pdf
Guidance on social stories https://www.autism.org.uk/advice-and-guidance/topics/communication/communication-tools/social-stories-and-comic-strip-coversations
Beyond words https://booksbeyondwords.co.uk/
Fiendishlyclever 