PROFESSIONAL LEARNING
P
upils will have highs and lows throughout their school career. However, for pupils with specific disabilities and additional educational needs, hurdles may arise when it comes to their learning. As a SEN teacher or a specialist teacher, you can alter the lives of children, young people and those preparing to go into adulthood by imparting your knowledge in mainstream school environments, college and university or other SEN schools. The need for specialist teachers is imperative to ensure future generations thrive.
BARRIERS
Challenges getting into a classroom that is not wheelchair accessible, lessons unavailable with an interpreter for D/ deaf and HoH pupils, to classrooms without adaptations for blind children or those with vision impairments: it might seem small, but these barriers can greatly impact pupils. “In terms of barriers, there is no way that a young person can meet their academic potential, unless they are able to access the curriculum fully,” stresses Shelley Robinson, a specialist teacher for pupils with vision impairments. “They need content that is specific to their needs, such as larger font size, audio description, and braille. Teachers need to know how to implement adaptations in class to give pupils the materials or technology they need to access. “Then, pupils don’t need an adult with them the whole time because they can learn independently. If you don’t give a pupil [the correct tools], then they will need to have an adult present with them at all times, and they will be less independent.” Previously working in a mainstream primary school, Shelley had ambitions to switch to SEN teaching. When a job arose to teach within a specialist team with on-the-job training, Shelley transitioned into a new role alongside starting a course with the University of Birmingham (www.birmingham.ac.uk), where she worked and learnt in tandem to further advance her understanding of working in a specialised field.
“You come at education from a different view point as a specialist teacher” ADVANCED
Undertaking the two-year Mandatory Qualification for Teachers of Children and Young People with Vision Impairments, Shelley gained a plethora of transferable skills to support pupils who are blind or vision impaired all whilst advancing her base knowledge from her time as a primary school teacher, most importantly, coming into education from a different angle. Shelley enthuses: “The aspects of the course include assessing a child’s vision, there is a greater focus on functional assessments than clinical assessments. You also learn about the anatomy of the eye, the wider setting of SEN, curriculum access – what does that young person need to access the curriculum to ensure they are not missing out.” As a specialist SEN teacher, you can support pupils of all ages who have severe to mild learning disabilities, behavioural challenges, are on the autistic spectrum, have Down’s syndrome, or become more specialised – like Shelley – and work with pupils who have specific learning disabilities, are blind or vision impaired, to pupils who are D/deaf and HoH.
PROGRESSION
“You come at education from a different view point as a specialist teacher,” Shelley emphasises. “When I was a primary school teacher, you work with every child for a year. As a specialist teacher, you look long term. On my caseload I am working with a one-yearold all the way up to 18-year-olds. I can work in a nursery in the morning and then look at university applications in the afternoon. Even meeting a oneyear-old I am thinking long-term. I consider: what does this child need to be successful?”
Specialist teachers are on hand to support the progression of pupils to transition into independent learning, development and providing positive prospects as they mature. Disability can, unfortunately, result in young people facing barriers. From educational hurdles to social problems, isolation and mental health conditions. Detecting hearing loss to vision impairments, changing attitudes around different methods of communication including utilising Makaton or British Sign Language (BSL) in the classroom or learning braille, as Shelley has done, this can further advance your own skills and you can adequately support pupils.
TAILORED
Shelley stresses: “It allows a truly individual approach for every learner because pupils all have different needs. “When I was in a primary school, if I had a vision impaired or blind child in my class I wouldn’t have had the knowledge to support them as I would have wanted to. “I think, because it is so specialist, that is why you need someone to come in and be an adviser,” Shelley continues. “I observe classrooms, work with pupils and a lot of it is advisory to help teachers support their pupils to meet their full potential.” Working with Specialist Teaching and Learning Services – commissioned by Kent County Council, through a specialist school for young people with physical disabilities, Valence School – Shelley and her colleagues are on hand to ensure every pupil is assisted. For those considering a change, Shelley advises: “In terms of the vision impairment role, don’t be put off about the university course. It is worth every minute and I have been offered excellent support. I couldn’t be doing the job I am now doing without the course – it really is worth it.” Building access by working in a multidisciplinary way, providing training to teachers – including moving and handling – or working closely with teachers on different ways to adapt the curriculum: connecting with specialist teachers can open the doors for pupils with sensory, physical, learning and mental health conditions to lead fulfilling lives, contribute to society and reach their goals.
FIND OUT MORE Advice on adapting your skillset to a specialist field is available from UCAS (www.ucas.com), BATOD (www.batod.org.uk), Teaching Force (www.teachingforce.co.uk), and Specialist Teaching and Learning Services (www.stlsvalence.com).
10 Teachers’ Resource SEN
www.teachersresource.co.uk
