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Recruitment
Is working in a special school right for you? Sarah Sherwood outlines key issues to consider if you’re thinking of applying for a job in a special school
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orking with students with SEN can be one of the most rewarding fields in education. However, it is not something to be undertaken lightly. Students with SEN can experience a number of challenges which impact their learning and their ability to access education that can lead, for some, to placement in a specialist setting. Special schools cater for a range of needs. Some are generic special schools, whilst others will specialise in a particular condition such as autism, visual impairment or profound and multiple learning difficulties (PMLD). Often, students may have co-morbid conditions, for example autism and a hearing impairment. In these situations, there will be a decision as to the prevailing need, and the student will be placed in a school which addresses that need, but can also support additional needs. If you are considering a career working in a special school, here’s a guide to what you should think about, what the school will be looking for and what you should ask at interview.
Differences between special and mainstream settings Relationships Not all students at special schools build relationships with their teachers or support staff. Their diagnosis (such as autism) may impair social interaction, while others could have, for example, an underlying attachment disorder. There are often a number of other professionals working in, or contracted to, special schools, such as speech and language therapists, occupational therapists, educational psychologists and medical staff. Teaching and support staff will be working together with these professionals to meet the outcomes stated in each student’s education, health and care (EHC) plan.
Contact with parents is generally more frequent in special than mainstream schools Curriculum If you are a teacher with a subject specialism, you may be asked to teach additional subjects, as special schools do not always have the numbers of staff required to teach the range of subjects on offer. Staffing In each class in a special school, there are usually learning support assistants (LSAs) catering for students who require one-to-one or even two-to-one support. For some teachers, this may be the first time they have been asked to manage other staff.
What will the school be looking for? While different special schools may well be looking different characteristics and skills, potential candidates should try to demonstrate the qualities described below. Emotional resilience Working in a special school can, at times, be emotionally draining. Some students may experience mental health issues, and their way of managing them can include self-harm, which when first experienced can be upsetting for the staff member. Some special schools support students who have life limiting
Meetings Teachers and support staff will be asked to attend a range of meetings, including the annual review of the student’s EHC plan, meeting with visiting professionals, or attending external meetings. Parents Contact with parents is generally more frequent in special than mainstream schools. Most special schools will have some form of contact with parents at least weekly, perhaps through home/ school books, emails or telephone conversations. SEN106
■ An optimistic approach is important, with a need to repeat activities until a student understands.
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