Inclusion Development Programme: initial implementation in a Surrey primary school
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Authors
Norwood, Stephen
Issue Date
2009
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study is to assess the impact of the Inclusion Development Programme (IDP) materials on the school's ability to identify and provide for pupils with Speech, Language and Communication Needs (SLCN).
Aims: The main aim of the IDP is to support school staff in meeting the needs of pupils with high incidence Special Educational Needs (SEN) through Quality First Teaching (QFT).
Methods: The participants in the IDP are primary and secondary school staff, the National Strategies consultant, the SIP, the Head of school improvement, the Headteacher, the Middle leader, the Subject leader, and the Teacher. Chennestone used the IDP materials to identify and analyse pupils' needs, and CPD sessions and resources to raise staff awareness of SLCN issues. They also used an Inclusion Checklist to provide strategies for addressing them.
Findings: The IDP materials have been embedded in school practice to help teachers identify and address SLCN pupils' difficulties. Self-assessment of staff indicates increased knowledge and understanding of SLCN, and data tracking is used to monitor progress.
Implications: The findings suggest that staff need further development in order to improve their confidence and practice in identifying and providing for SLCN pupils. This can be done through CPD and monitoring of progress against targets.
Aims: The main aim of the IDP is to support school staff in meeting the needs of pupils with high incidence Special Educational Needs (SEN) through Quality First Teaching (QFT).
Methods: The participants in the IDP are primary and secondary school staff, the National Strategies consultant, the SIP, the Head of school improvement, the Headteacher, the Middle leader, the Subject leader, and the Teacher. Chennestone used the IDP materials to identify and analyse pupils' needs, and CPD sessions and resources to raise staff awareness of SLCN issues. They also used an Inclusion Checklist to provide strategies for addressing them.
Findings: The IDP materials have been embedded in school practice to help teachers identify and address SLCN pupils' difficulties. Self-assessment of staff indicates increased knowledge and understanding of SLCN, and data tracking is used to monitor progress.
Implications: The findings suggest that staff need further development in order to improve their confidence and practice in identifying and providing for SLCN pupils. This can be done through CPD and monitoring of progress against targets.
Description
Keywords (free text)
South East education , Inclusion