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Introduction

Hello and welcome to the sixth book in our ‘101 Inclusive and SEN Lessons’ series!

Whilst changes to school funding are affecting the way schools are able to support complex learners in classrooms, we remain passionate about ensuring children with special educational needs receive a broad, balanced, creative and accessible curriculum. With this book, full of practical and exciting lessons, we hope to support teachers, teaching assistants, parents and other professionals to include all children in their planning and teaching across an increasing range of curriculum subjects.

With the government accepting the recommendations of the Rochford Review and P Levels no longer being a statutory assessment for children working below national curriculum levels from September 2018,1 we understand that many schools and practitioners may find that there are currently few options to replace them. Thus, we feel that P Levels still offer an invaluable approach to structuring lessons and progression for children with SEN. The lessons in this book are still designed to meet the objectives set out in the P Level document.2 However, these are simply a guideline to direct adults working with complex learners to choose lessons that are appropriate to the child’s current level of understanding and development.

Each chapter starts with lesson objectives designed for the most complex learners and then works up towards more challenging objectives. Plenaries have been included for each lesson in order to provide an obvious end point for the child. We have included ideas for ways to consolidate learning, as for children with SEN, doing an activity once is unlikely to support their understanding of a concept.

The book also includes a chapter of starters designed to engage children in motivating learning styles from the beginning of each lesson. It is up to you to decide which starters suit which lesson you are teaching, as you may want to meet a range of additional skills in one session.

Creativity is such an important part of our lives and for some children it is a skill that needs to be taught to be developed. For many children with SEN the colours, patterns and freedom to explore that can be offered through subjects such as Art and Design and Music can really open up whole new worlds of learning and experience. Design Technology offers the chance to develop core skills such as planning and executing an idea and understanding the impact that building and design can have on our environment. Above all, these creative subjects can be truly inclusive as they can be taught through visual, tactile and auditory experiences which can really appeal to the strengths of children with SEN.

We have both used many of these ideas in our classrooms and wider practice and hope that you enjoy teaching with them in yours!

Best wishes

Kate and Claire

Follow and share your ideas with us: @Kate_Brads, @clairebrewers

What Do We Mean by Additional Skills?

• Kinaesthetic: movement is important to stimulate the child and provide learning experiences that do not revolve around sitting at a table and chair.

• Auditory: being able to develop listening and processing skills in a variety of subjects across the school day will support children to become more attentive in lessons and life.

• Fine motor: these are the skills that involve doing activities on a smaller scale. Developing these skills supports handwriting, dressing and manip-ulation in the long term.

• Gross motor: these involve the big muscle groups in the body and are large-scale movements. Developing these skills supports trunk control, coordination and motor planning.

• Tactile: skin covers the entirety of the body and is the largest sensory system. Having difficulties processing tactile input (such as getting messy) means that the children don’t explore and experience the world to its full potential.

• Attention: a child’s ability to attain and engage in activities to their full extent needs time and patience. The ability to focus on an individual activity for a longer period of time enables learning to take place. By providing exciting, short activities you can build a child’s tolerance to this.

• Communication: with reference to communication, this is about receptive (listening to) and expressive (responding to) language. Language does not have to be speech; this can be in the form of visuals, switches and gesture.

• Social communication: this is about the vital skills of sharing time and experience with a partner, turn taking and knowing rules within social situations and games.

Resources

This is not an exhaustive list but, where possible, we have used resources that we find easily in our own classrooms so that life is not made harder for you by having to go out of your way to prepare extra resources for the lessons.

Resources that you will use throughout the book:

• builder’s tray

• choosing board (large firm board with strips of Velcro to attach symbols and pictures)

• laminating sheets and access to a laminator

• water and sand tray

• range of paint colours

• paint trays

• paintbrushes

• PVA glue

• glue spreaders

• glue sticks

• coloured card

• scissors

• specialist scissors (recommended by an occupational therapist if necessary)

• range of material and fabric

• sewing materials

• paper

• aprons

• tape (masking and sticky)

• cooking equipment

• lollipop sticks

• interactive whiteboard (IWB)

• whiteboard and pens

• chalks

• pastels

• charcoal

• clay

• tools for working with clay

• play dough

• tools for working with play dough

• crayons

• range of musical instruments

• sound boards

• CD player/speakers

• electronic tablet

• camera

• large pocket dice

• sketchbooks

• junk modelling resources (cardboard rolls, egg cartons, plastic and cardboard boxes, yoghurt pots, etc.).

1 Standards and Testing Agency (2016) Rochford Review: Final Report. London: DfE.

2 Department for Education & Standards and Testing Agency (2017) Performance (P Scale) Attainment Targets for Pupils with Special Educational Needs. London: DfE.