Inclusion Maps for children with SEN(D)

During professional practice I considered myself fortunate to be shown an example of an inclusion map.

This map was used to plan for a particular child with Special Educational Needs. The parts that are highlighted evidence the strategies already in place to benefit the child and provide them with extra support during school days.

In addition the document highlights specific targets that this child has, these are tracked and updated throughout the school year.

I believe that this document was crucial for any educator when planning lessons as this child required additional support. The class teacher made me aware to other children with additional needs and I was able to incorporate these needs into future lessons.

This is good practice as the teacher has the responsibility to meet Teachers' Standard 2- 'be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these'.

This is the core standard and is monitored in every school.

Additionally, despite this knowledge it is important that every educator does not assume each lesson that this child was low ability in each subject as a result of their educational need. This proved as a successful pedagogy as the child in question was very knowledgeable about science concepts- much to my surprise. However after a maths test it appeared this child did not know the months of the year in order, therefore it became my aim to help this child learn the order. I created a display and planned an intervention one afternoon- this also included other children as the test results highlighted that others also didn't know the order. I felt this was necessary as many educators assume this knowledge is known by every child.

Consequently, I aim to continue with this approach during professional practice phase 1B and will attempt to use it in every lesson. As a result I will need to find a variety of methods to formatively asses the children.

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