1 Learning challenges
Objectives
- Understand the importance of assessing needs.
- Know how pupils learn.
- Categorise learning challenges.
Time
Two 1.5 hour sessions
Preparation
This section and the next cover similar issues from slightly different perspectives. Each is useful and could be very helpful but trainees might find that they do not need to complete both, unless there are issues that they are very interested in or there are certain areas that they need help with.
Tutors may find it useful to refer to the legal definition of SEN:
Children have special educational needs if they have a learning difficulty
which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
- have a significantly greater difficulty in learning than the majority of
children of the same age; or
- have a disability which prevents or hinders them from making use of
educational facilities of a kind generally provided for children of the same
age in schools within the area of the local education authority
- are under compulsory school age and fall within the definition at (a) or (b)
above or would so do if special educational provision was not made for
them.
Children must not be regarded as having a learning difficulty solely because
the language or form of language of their home is different from the language
in which they will be taught.
Special educational provision means:
- for children of two or over, educational provision which is additional to,
or otherwise different from, the educational provision made generally for
children of their age in schools maintained by the LEA, other than special
schools, in the area
- for children under two, educational provision of any kind.
SEN Code of Practice, DfES, 2001
Tutor’s guidance
Resources
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Session 1: Pupil needs and the learning process
Presentation 1: Allocation of support
Handout 1: Key Stage 1 assessment form