Is it possible to deliver quality SEN care without outside agencies during the pandemic?
Schools have had to overcome no end of challenges throughout the COVID-19 pandemic. But beyond virus control, perhaps the most pressing ongoing concern is supporting children with special educational needs (SEN) at a time when many children are already experiencing anxiety and disruption. SEN provision can be testing at the best of times, as schools seek to find the very best support for the children in their care. But while outside agencies are prevented from entering school grounds, SEN Coordinators (SENCOs) and school leadership teams are left struggling to find ways to provide much-needed support with much-reduced resources. Is it possible for schools to continue to deliver high-quality SEN care without overburdening an already stretched teaching staff? What are the issues? And how can they be tackled? Why is SEN provision such a challenge right now? One of the ongoing difficulties with the provision of SEN support is that it covers such a wide range of needs. Children who require physical, emotional, or specific learning support. There are those with difficult home lives. And those with mental health concerns. No single school can hope to provide all of the necessary expertise in house. With external agencies prevented from entering schools and a reduction of resources – such as sensory areas – SENCOs are at an immediate disadvantage. So, what options are available, and how can schools find the support they need to ensure that no children are let down as the pandemic continues to run its course? Where can schools turn to for SEN support during the COVID-19 restrictions? As with every other organisation, external support agencies are currently working to find new ways of operating during the pandemic. Observing the two-meter rule and wearing PPE is an integral part of this. Only accessing designating areas within schools is also under discussion. But there are drawbacks to these moves. Children need to be able to relax in the company of their SEN support workers. They need to be able to connect with them and feel comfortable. PPE – mask-wearing in particular – can be a real barrier to that. A resumption of established SEN services also carries the threat of further disruption should a second lockdown occur. Indeed, at the beginning of September, 4% of UK state schools were classed as “not fully open” because of Covid-19, and around 20 schools were closed outright for COVID-related reasons. This poses the risk of further upset for SEN children. Technology The use of technology within the educational setting has become increasingly widespread throughout the pandemic, often providing the only means for schools to continue supporting children in their learning journey. But it has not yet been widely embraced for SEN. Because the current generation of children have grown up around technology, its use is second nature to them. They don’t feel awkward or confronted when dialling into a Zoom call, because they’ve been FaceTiming their grandparents since birth. For this reason, technology shouldn’t just be an extension of a child’s learning and support resources, but an integral part. And within the COVID-19 climate, it offers a consistency that is lacking elsewhere. During lockdown, over 70% of children who required speech therapy through Mable Therapy were able to continue receiving support online. And technology can be used to support a wide variety of needs. From communication and speech therapy – over 80% of children with Social, Emotional and Mental Health (SEMH) concerns may have undiagnosed communication problems. And without support, this can lead to frustration, behavioural issues and a failure to thrive. To Autism, where a disruption to routine can cause anxiety and challenging behaviours. Technology can not only fill these gaps and deliver these services on a temporary basis, but become a simple, cost-effective, and educationally/emotionally valuable tool within a school’s long-term SEN strategy. Summary SEN support has always been a difficult area for schools to get right. But the current situation with the global pandemic has made things so much more difficult. And there’s no quick fix. But equally, children cannot be left without support, and teachers cannot be expected to carry the extra burden. For now, schools should turn to their local authority for advice. And if they already have a Service Level Agreement in place with an external agency, they need to find out exactly what that agency can do for them. But technology and online support should also be seriously considered as a means of providing some services, to avoid an interruption in the event of a second wave or localised school closures. Martha Currie, Clinical Director of Mable Therapy Recommended SEN resources for support and information: Supporting a child returning to school after lockdown: Young Minds Supporting deaf education during the Coronavirus pandemic – resources from BATOD members and others Schools Guide to implementing an Online therapy Provision: Mable Therapy Coronavirus: education and school: National Autistic Society Coronavirus: How we can help you:Royal National Institute for the Blind
How to build effective school interventions for Gen Z
Delivering school interventions for a generation of tech-savvy pupils calls for a new approach, says Nicola Hankey, teacher and SEND co-ordinator at Ludworth Primary School… The children in today’s classrooms have grown up with technology and can’t imagine life without tablets, apps and emojis. They form part of Generation Z born in the early 2000s or later, and are true digital masters. Unlocking the potential of Generation Z pupils with SEN presents new challenges, and while there is no one size fits all solution, here are some of the strategies I have found to be effective. 1. Build a dream team Harness the power of digital communications by sharing information with the people involved in supporting a child. Your dream team should consist of the parents or carers, teachers, the SENCo or intervention teacher and of course – the child. Send regular updates to keep the team informed, and ensure everyone is pulling together towards the same goals. 2. Listen to the pupil Generation Z pupils are encouraged to be independent thinkers, so try involving the child in making decisions and setting targets. I sometimes use a smiley face questionnaire to ask questions like, ‘Do you enjoy working in pirate club?’ For some children with SEN, emojis may not be the ideal solution. Voice-activated software that records their views might be a better option and ties into their love of tech. 3. Boost confidence On the whole, Generation Z thrives on praise and rewards, and helping children with SEN to recognise their own strengths is essential. Always explain what the praise is for, such as learning a new word, or trying hard with their reading. Build confidence in pupils with SEN by asking them to help with a classroom task, or recommend a book to a classmate. 4. Make school interventions interesting Shorter attention spans are a characteristic of Generation Z, so it can be more challenging to keep these pupils on task. Technology helps here as it speeds up essential activities. For example, we use eye-tracking software from Lexplore to assess progress in reading before and after an intervention, which only takes a matter of minutes. And an app or online tool often provokes less anxiety in children with learning difficulties than pen and paper. 5. Get out and about Although tech has a vital role in educating Generation Z, there’s a tendency to overdo the screen time, so venturing outdoors provides a fresh perspective on learning. Activities such as gardening club or forest school motivates children to work together and explore new experiences. All pupils can benefit from outdoor learning with the help of specialist resources and equipment, such as adapted trim trails with side rails to help children balance more easily, or wheelchair-friendly pathways. One child may not respond to an initial support plan that has worked for 10 other children, and it can take time to find the key to unlocking their learning. However, by trying out new tools and approaches, you will find something that works for them. With over 25 years leadership and teaching experience, Nicola Hankey BEd Hons, NPQH, NASENCO is a teacher and SEND co-ordinator at Ludworth Primary School in Cheshire and a @LexploreUK consultant.