Inclusion Development Programme Phase 1 implementation & evaluation of impact
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Authors
Cutcliffe, Fiona
Issue Date
2010
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to use the IDP resources to understand the needs of two children with social, language and communication difficulties and to support class teachers and teaching assistants to help the children stay in mainstream school.
Aims: The main aim is to use the IDP resources to understand the needs of children with social, language and communication difficulties, and to support class teachers and teaching assistants to help the children stay in mainstream school.
Methods: The participants in this case study are two children with social, language, and communication difficulties, their teachers, teaching assistants, and a Primary Adviser (Inclusion and Learning consultant). Teachers and teaching assistants were introduced to IDP by a Primary adviser and the SENCo led staff training. CPD sessions and resources were used to help staff understand the needs of the children and to support them in the classroom. Periodic teacher assessment and observation outcomes were used to measure progress.
Findings: The main findings are that IDP resources have enabled teachers and teaching assistants to successfully support two children with social, language and communication difficulties, resulting in improved behaviour, communication, literacy and numeracy skills.
Implications: The findings suggest that IDP resources can be used to help children with social, language and communication difficulties stay in mainstream school, and improve their ability to conform to the setting with acceptable behaviour and improved language and communication.
Aims: The main aim is to use the IDP resources to understand the needs of children with social, language and communication difficulties, and to support class teachers and teaching assistants to help the children stay in mainstream school.
Methods: The participants in this case study are two children with social, language, and communication difficulties, their teachers, teaching assistants, and a Primary Adviser (Inclusion and Learning consultant). Teachers and teaching assistants were introduced to IDP by a Primary adviser and the SENCo led staff training. CPD sessions and resources were used to help staff understand the needs of the children and to support them in the classroom. Periodic teacher assessment and observation outcomes were used to measure progress.
Findings: The main findings are that IDP resources have enabled teachers and teaching assistants to successfully support two children with social, language and communication difficulties, resulting in improved behaviour, communication, literacy and numeracy skills.
Implications: The findings suggest that IDP resources can be used to help children with social, language and communication difficulties stay in mainstream school, and improve their ability to conform to the setting with acceptable behaviour and improved language and communication.
Description
Keywords (free text)
LA maintained school education , Behaviour and attendance , Inclusion , Social and Emotional Aspects of Learning (SEAL) , Communication, language and literacy , Personal, social and emotional development , English - reading , English - speaking and listening , English - writing , Mathematics