When inclusion doesn’t work

My step-son has mild autism and is severely dyslexic he was diagnosed at 10 years of age. He is bright and kind hearted. Offered a place at a mainstream school he has now completed his first year.  How smooth a transition, what progress has he made?

Homework – no separate homework is set; it’s the same as the rest of the class. Research this research that, write the names of these chemicals out. A spelling test here a project there where’s your TA she’s not there.  Really –His TA went on a class trip without him.

What IEP the same as last year hardly amended no strategies clear, nothing new to add & barely a word from the TA’s mouth. 

It’s the school, it’s the TA, it’s the parents it’s a problem.   

End of year school reports nothing is clear what was his target not the whole years.

Communication you say can solve all your woes but when asked for daily emails nothing arose

I think we’ve had 4 emails so far all year.  

Hardly surprising he won’t be at that school next year

The end of the rainbow:  His Senco rep is on his side she wants him out, she wants what’s best, and she can see his needs aren’t met. We’ve had one offer from a Sen school 20 odd miles away but that’s cool … We love our SENCO rep.   

The effect of the practitioner on development

Our behaviours can affect children's development in both positive and negative ways.  If we were to be in a "bubbly", happy, enthusiastic mood, then the children are likely to be too, and may learn better which will help their development.  If we were to be in a grumpy, lazy, "can't be bothered" sort of mood then the children may feel like that too as they often look to us to see what to do and how to react.  If we are not in a good mood and we show it, we might create an "atmosphere" which the children feel resulting in them, potentially not wanting to learn and play.  We, as practitioners, need to leave any personal feelings from home outside the setting so that the children do not feel the negative atmosphere.  It is our job to put the children's well-being first. 

Also, if we are rude to other people, the children will copu and may become really aggressive.  If we were to panic about something, eg. a spider, the children may then associate a spider with panic and could develop a phobia which would harm them emotionally.

MP
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MOOD: If we are to come into the setting in a bad mood because of something that has happened before work, for example, family problems, then this could affect a child's development because we may not want to help the children that day or, end up helping them in a way which is not beneficial to them because of our attitude.  Children are also most likely to copy this behaviour.  Whereas, if you come into the setting happy and enthusiastic, then children are likely to want to take part in activities and listen to what you are saying.  Also, if you are enthusiastic, you are more likely to want to help the children develop - and then do so!

TONE OF VOICE:  When we talk to children we need to ensure that we use a certain tone of voice in order to engage them in conversation and interest them in activities.

KG

SPICE and all things nice: The importance of a positive learning environment

(c) www.wexas.com

A learning environment promotes development in the following ways:
Social - it promotes development through having role models, as well as allowing children to socialise with others their own age.  Offering children lots of areas to interact with allows them to choose what they enjoy, mix with others who enjoy it, and have ownership of what they are doing.
Physical - you will have colourful equipment that will attract and engage them, as well as offer the opportunity for practitioners to develop activities to develop their physical abilities.
Intellectual - It promotes development as you will have posters and displays that will catch the childrens' eye, and also teach them eg. There may be a display about the Weather, and children will be able to use detachable cards to describe the Weather.
Communication - Having children the same age as well as the opportunity to work with adults will develop the verbal skills of the children in the placement.  There will be extra resources that the child does not have at home, as well as the chance to engage in activities such as "Show and Tell" which means they speak and listen.  They may play team games as well as play games that will allow them to express their imagination.
Emotional - Children like to have a clear layout to feel secure, and colourful display can improve their mood. The right temperature is important for them to feel comfortable, and having their work displayed, or stickers on the wall (eg. a star chart) will build their self esteem.

EF

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If children have a good learning environment with positive communication from teachers they will grow socially and be more outspoken.  They will want to interact in activities and make new friends.  They will be emotionally stable and resilient as they will develop their confidence.  Practitioners would be able to give them those skills through teaching them how to play and share so they develop their communication skills and learn from patience.  For example, when playing outside on the climbing frame they need to wait their turn for the slide.  They could develop their imagination through role play - pretending that a play house is a space ship.

Through planned activities practitioners create, children develop their intellectual skills and practitioners then continue to develop them through challenges or adapting to make things easier.  ICT can also make a difference in extending their knowledge.

Children will also feel proud of their work if they see it displayed and this may encourage them further in their learning.

MF
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S - A learning environment promotes social development by having activities for children and young people to take turns with and share, eg. a jigsaw puzzle, or snakes and ladders.  Some settings will also have "Golden Rules" where they promote values such as being fair and equal.
P - A learning environment promotes physical development by having climbing frames, bikes or other such resources.  Some settings will have breaks, and almost an hour at lunchtime where children run around and play.  In older settings PE is a requirement on the timetable.  From this children can learn physical skills - but also become more aware of their bodies.
I - Intellectual development is promoted by learning new ideas and being able to solve tasks and problems.  this may be in a maths lesson.  The development promoted will depend upon the age and stage of the child.  They will also develop their vocabulary.
C - Children and young people learn new words and communicate with friends and teachers - often responding to questions they are asked.
E - Children learn about others' emotions and express their own by laughing, crying and smiling.

JB
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A learning environment promotes SPICE because the children will want to learn if the room is spacious.  Children can be encouraged to interact with each other, take part in activities, use their brains to solve problems or give ideas (sometimes about new activities they would like to do).  Children need to feel safe in the setting (which is important because some children have emotional problems).  If children feel safe they will want to explore.

LC
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Children are often within similar age groups, there are activities that fit the children's individual needs, and children are encouraged to enjoy the input and the output of participation.  Intellectually, as they are with practitioners, children work together, they can learn from each other and help each other.  The practitioner will also be trained to extend their knowledge further.  Communication skills will grow and develop and progress into their everyday lives.  Emotionally children are also able to build bonds with others and the practitioners through the consistency of seeing them each day.

GH

Thank you, teacher...

(c) Clip Art

We have been discussing the importance of positive relationships, and how an act of kindness can last a lifetime...

A positive relationship is helpful during a period of change because a period of change can be painful.  By having that one person you can talk to, you can let off steam, you can cry, you can get advice, and this makes the change for a better outcome for everyone.

Last year, in Level 2, my College Tutor (CM), went above board and beyond.  Having a positive relationship with my tutor meant I could turn to my tutor for advice and it changed me as a person as my self esteem and self confidence grew.

However...the person who is offering that relationship needs to be prepared!!

QS

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A positive relationship is helpful during a period of change because it helps the child to settle down and makes the child feel secure and safe holistically - in turn, this allows the child to learn effectively.

SOCIALLY - the child will be able to interact and socialise with other children as well as practitioners, and be better able to express their feelings appropriately.

PHYSICALLY - the child will enjoy participation in activities especially if they are an opportunity to be praised.

INTELLECTUALLY - the child is more settled and relaxed and so is can acquire new concepts and ideas.

COMMUNICATION - this child is able to develop their language and communication skills and problems can be better picked up on.

EMOTIONALLY - the child has a consistent and secure base.

WO
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You can be a helpful support towards both child and parents - this could be to assist the child through "next steps" - or even when they have "flown the nest".  It can sometimes be difficult if a child does not want to form a bond with other practitioners, but these are the people who are best placed to offer advice and understand what is best for the child's individual needs and encouragement to the next critical stages of life.

GH

Irritating Computer Technology...?

(c) Clip art

In the early 2000s the Government poured a great deal of funding into ICT training for staff, offering Literacy and Numeracy teachers laptops, and even more recently, ICT courses are being revamped to move away from Word and Powerpoint, to programming and developing APPS to suit and advance a technological age of learner...but has it really worked?  In my workplace we do not even have a working computer in every room, let alone a smartboard.  As far as the staff are concerned, they are under trained on ICT, and when the wireless drops in and out (ironic when teaching an "Is ICT in schools good enough?" lessons...well...it's just a little irritating!  My students would also agree...

ICT provision is inadequate in settings because schools may not be able to supply enough resources for all children and many children may not be aware of how to use them properly!  Schools can also have problems where the internet is not working or the computer has broken down.  This can disrupt a whole lesson.  It can, however, help certain children - for example, if a child has a hearing impairment then computer-based visual aids may be better suited to their learning preferences.  It can also expand a child's knowledge because they can research anything!  However, you also need to consider the safety of the child, and you cannot monitor every website that child goes on, so overall I believe that ICT is (STILL) inadequate because there are so many things that are (STILL) going wrong!

SA

Fight for Respite

(c) Tommiele.wordpress.com

In the light of the Government taking more and more funding away from Respite Centres, our practitioners in training have something to say:

"Respite Care" is when the child is looked after by someone else so the parent/carer can go and do something they need/want to do, like go shopping or go to the cinema.

This is important so that the child can go and socialise with children of their own age as they might be an only child.  This will also get them out of the house - and it may be one of the only times they can get out if they have a severe disability, or if the parent is unable to take them out a lot.

It is also good for the parent as they will be able to do things that they need to get done such as shopping or decorating or just socialising with other adults.  When the child goes home the adult and child will be more relaxed and settled with each other.

It is very important to have Respite Care so that the parent/carer is not just known as the one who is always there to do everything for the child, and they may be able to do ore because they may have been over-tired before the Respite.

AS
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Respite care is the most important thing for a child who is disabled because other professionals can look after the child and the child can socialise and interact with with other people apart from their parents.  The professionals can feed back to the parents if they see any problems or improvements with the child.

With the parents, it is important so they can have a break because they may care for their child 24 hours a day, and Respite gives the parents a little freedom to have fun. They can become energised by this freedom! Further, the parents can ask for training on how to support their child more efficiently by liaising with professionals.

QS
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Respite Care is important for a disabled child because they will be able to socialise and meet other children and adults and be comfortable around different people.  Parents will be able to engage in activities that they want to do such as go shopping, relax or go to the cinema.  This will help them to unwind so that when they look after their child they are in a positive mindset which will be beneficial for the child.

If the parent does not get this time to unwind they may be "stressed out", and this can reflect on the child's behaviour, in turn making the child stressed.  With the parent getting this time, they will be more ready to look after the child.  Emotionally the parents may feel stronger and more capable.

AD

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Respite Care, where the child is looked after by trained professionals for a certain amount of time, is highly effective. By having this in place it takes the pressure off the parents for a short period of time as well as allowing them to carry out tasks they may need to do.

When a child and parent use Respite Care, they are provided with care and support as a family as well as individuals.

Through the child's time in Respite - which may be a Day Nursery- it allows them to progress and achieve in certain areas of their learning and development.  Most importantly, they are in a place to allow the parents to socialise with other parents who may be in the same position as them.  As a result of this, they are able to share one another's knowledge and help support each other through what may be a difficult time.  It is commonly shown through Respite Care that stronger bonds and relationships are formed and maintained. (Contact a Family, 2011).

CW

Shhh...is for Safeguarding...

Confidentiality is a strategy that is in place to support both children and families.  This is because when some information is shared about an individual child it would be very unprofessional to share that with others.  Also the children and families may not trust you and avoid talking to you in the future.  Being "confidential" about disclosures is for the child's protection, be it either from an embarrassing situation or a dangerous situation that could have major implications for that child's protection and safety.

Keeping factual records is a good strategy to ensure that the setting is protected in the case of someone trying to press charges on you.  It is also good as these records may be called upon in court as evidence.  If they are not factual, they may not be valid.

JW

(c) BBC Will and Testament