Achieving high standards and the inclusion of pupils with special educational needs (Updated)

This digest found in

Inclusion
Pupil grouping and organisation of classes

Implications

In completing this digest its authors began to ask the following questions about implications for practitioners:

teachers in the study noticed that SEN students sometimes had to face social barriers from other students – could observation and feedback help you to become more aware of the social climate in your class and to take steps to tackle such barriers?
effective differentiation was perceived to be important by teachers and LSAs in the study – would it be helpful for teachers and LSAs to plan jointly and share strategies for effective methods of differentiation?

In completing this digest its authors began to ask the following questions about implications for school leaders:

schools in the study that effectively supported students with SEN made flexible use of learning support assistants to support groups of students and integrated the LSAs into specific subject departments – can the deployment of LSAs be used more flexibly with students and in ways that more effectively support teachers in your school?
effectively inclusive schools kept detailed records of progress and ensured there was a good two-way flow of information between the school and the parents – to what extent do your school policies on inclusion promote these practices?
schools in the study made great efforts to involve pupils with SEN in extracurricular activities – what range of extra curricular opportunities does your school offer? To what extent are the needs of SEN students actively addressed when planning extra-curricular visits and activities? Are such students encouraged to get involved in these activities?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Does inclusion have an impact on school effectiveness? What did the researchers set out to do? Did inclusion affect pupils' achievement? How was learning support used? What concerns did staff have about inclusion policies and practices? What did pupils and parents think? How was the research designed? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Achieving high standards and the inclusion of pupils with special educational needs (Updated) This digest found in Inclusion Pupil grouping and organisation of classes Send to a friend Word doc 60KB Printer friendly Collate for later Implications In completing this digest its authors began to ask the following questions about implications for practitioners: teachers in the study noticed that SEN students sometimes had to face social barriers from other students – could observation and feedback help you to become more aware of the social climate in your class and to take steps to tackle such barriers? effective differentiation was perceived to be important by teachers and LSAs in the study – would it be helpful for teachers and LSAs to plan jointly and share strategies for effective methods of differentiation? In completing this digest its authors began to ask the following questions about implications for school leaders: schools in the study that effectively supported students with SEN made flexible use of learning support assistants to support groups of students and integrated the LSAs into specific subject departments – can the deployment of LSAs be used more flexibly with students and in ways that more effectively support teachers in your school? effectively inclusive schools kept detailed records of progress and ensured there was a good two-way flow of information between the school and the parents – to what extent do your school policies on inclusion promote these practices? schools in the study made great efforts to involve pupils with SEN in extracurricular activities – what range of extra curricular opportunities does your school offer? To what extent are the needs of SEN students actively addressed when planning extra-curricular visits and activities? Are such students encouraged to get involved in these activities?