10 minute read
SPECIALIST SEN SKILLS
Pupils 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.
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).
All pupils have an exciting and prosperous future ahead of them, and ensuring they have the right support whilst transitioning from childhood into adulthood is imperative. There are services on hand to help teachers and pupils into the next stages of life
Preparing to manoeuvre from a primary school into a high school setting, or taking the next step and entering the world of work or higher education: every child and young person has a lot to offer society.
For pupils with additional learning needs, autism or learning disabilities it might be important for you, as their teacher, to step in and lend a helping hand.
Thankfully, there is no barrier to getting additional support with a breadth of charities and services available to ensure you can provide pupils with the information and guidance they need.
OPPORTUNITY
“To discuss successful targeted outcomes, young people need to talk about and consider employability opportunities for the future at an earlier stage,” emphasises Deborah Baker, transitions coordinator and Chris Taylor, head of business development and partnerships at Talkback UK.
Helping people with learning disabilities and/or autism since 1998, Talkback UK have first-hand experience of the challenges that people with a learning disability and/or autism face in society. By working directly with people who have a learning disability and/or autism, teachers, parents and carers, Talkback UK is just one service that can provide a platform for young disabled people to reach their full potential.
Deborah continues: “Young people need to vocalise their preference in the journey to the wider world of
THE NEXT CHAPTER
In the funding loop
When supporting a pupil as they prepare to transition into college or further education, it is key to let them know about funding that is now available to college students with a learning disability, autism spectrum disorder, physical disability or mental health condition. Across the UK, there are different areas pupils can go to in order to advance their learning. It is important to let your pupils know that funding is available for people to go into further education up until the age of 25 with an EHCP.
Funding for pupils will be dependent on the outcomes described in the EHCP, their education progress and if the course a young person aims to attend will further their learning.
Similarly, an Advanced Learner Loan can be made available to cover course fees. The tuition coverage includes general qualifications, A-levels, work and vocational qualifications and apprenticeships.
Partnered with the right support and encouragement from teachers, your pupils will be well prepared to take the next steps into education or employment.
More information on funding available can be found at UCAS (www.ucas.com).
employment. Additionally, teachers can help to guarantee the success from the outset with a well-supported, smooth transition into appropriate educational provision to ensure achievements for all young people.”
Working to facilitate young people with the skills to live independently, guiding them into a form of employment to building friendships, positive relationships and developing essential social skills: teachers and services are critical.
As a teacher, you can be the sounding board for your pupils to get ahead.
A VOICE
From the first day in nursery to leaving secondary school, pupils can be assisted with education and further training until the age of 25. Your pupils have a range of options from starting an apprenticeship (www.gov.uk), a supported internship for a pupil aged 16 to 24 with an Education, Health and Care Plan (EHCP), or traineeships.
As a teacher, you can work alongside pupils to help them reach their goals and find their voice. Organisations such as Mencap, local Information Advice and Support Services (cyp.iassnetwork.org.uk) and Talkback UK – to name a few – can all help you ensure pupils are adequately guided in making decisions for the next stage in their life.
Deborah adds: “Our provision empowers young people to realise they have a voice and opinions that are relevant and valuable. Over time, this approach supports young people to develop an ability to make their own choices.”
Further resources are available from Preparing for Adulthood (www. preparingforadulthood.org.uk), who have a range of podcasts detailing the employment and education experiences for young people. The Council for Disabled Children (councilfordisabledchildren.org. uk) also have detailed information and resources for teachers so you can feel confident when helping pupils to not only find their voices.
POTENTIAL
When working with organisations such as Talkback UK, pupils will be supported throughout their education or employment goals with one-to-one support. This on-hand support, following the curriculum and providing access to new and alternative learning methods has allowed many pupils to reach new goals in learning.
Talkback UK’s Equip to Learn Programme, works in partnership with local colleges. Targeted goals help pupils with a learning disability and/or autism keep up to speed with the curriculum. Young people are provided with the chance to flourish and reach their full potential, is the basis of Talkback UK – and pupils will not be left behind.
In fact, one young person who has been supported by Talkback UK initially came onto the programme too shy to speak or communicate. Deborah enthuses that after continued learning and support, the young lady is now the life and soul of her Talkback UK community group, always eager to start a conversation.
BENEFICIAL
“The feedback from our students and parents has been incredibly positive, particularly in this past year,” emphasises Deborah. Like all education providers, no matter where your pupils are in their education, learning has changed during the pandemic, with new skills highlighted.
Chris explains: “We were able to continue supporting young people through virtual delivery of all community groups and college provision. This highlighted many hidden skills our young people had, which could be harnessed to assist young people progress further into specific employability programmes.”
Every single pupil in a classroom has their own ambitions, as a teacher, you can signpost pupils to organisations or services, alongside providing information in the classroom, to ensure the transition from child into adult services, education and employment is a success.
FIND OUT MORE
Further advice and services are available from Talkback UK (talkback-uk.com), Mencap (www.mencap.org.uk), Scope (www.scope.org.uk) and Disability Rights UK (www.disabilityrightsuk.org).
