Definition of SEN, what are the areas of need. True or false questionnaire. What is the Matthew effect. What is the utilitarian approach. What is integration. What is inclusion. What is diversity. What does inclusion of groups refers to. What is EAL. How is EAL different to SEN. What is bilingualis...
= SEN children are those with
learning difficulties that need special Areas of need:
educational provision.
- Cognition & learning
= significantly greater difficulty - Communication & interaction
learning than majority of children. - Behavioural, emotional &
social
= difficulty prevents/hinders them - Sensory & physical
from using ed facilities (SCoP 2001)
DFE (2001)
Questionnaire:
1) Some SEN types based on Objective = visual impairment
objective criteria & others Subjective = ADHD
based on subjective Definite difference in criteria
criteria
TRUE
Matthew Effect = rich get
richer
Simpson’s video = how will
2) SEN learners need doing less help them catch
different curriculum up?
Different curriculum
DEPENDS sometimes beneficial
E.G. sensory overload on high
functioning children =
overwhelming so different
content is more suitable
3) SEN learners need to constant tension in ed
be included in class, UK laws = SEN pupils should
even if majority receive be included but need to take
worse ed into account other mainstream
DEPENDS pupils.
4) Integration & inclusion Utilitarianism approach =
are the same greatest good for the greatest
Integration = limited no. of
number.
FALSE additional arrangements for
individual learners
ramp built for learner
Inclusion = radical changes
where schools restructure to
embrace learners.
Diversity = invited to party but
not allowed to dance
, ED2BPD TUES 24/01. WEEK 3
5) Inclusion only refers Inclusion refers to different groups:
to pupils with SEN - Sex
- Gender
FALSE - Ethnic
- Faith
- EAL
- LAC
- Carers
- ETC
NO!
6) EAL is a SEN? EAL = learning need
Teachers use dialogue-rich teaching
FALSE & subject knowledge of EAL
Use SEN staff to support their EAL
pupils
7) EAL pupils need basic Classrooms need to be language
language around rich
them to begin with DfES, 2006:
- Bilingualism is asset // shapes
FALSE identity & learning
- Cognitive challenge should be kept
high through contextual &
linguistic support
- Lang acquisition goes hand-in-
hand with cognitive & academic
development
8) TAs are valuable to
achieving inclusion
1997-2003 = 99% increase TAs
recently been declining
Teachers think positively about
Tas
BUT:
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