Page 106: Inclusive practice and the graduated response

 Page 106: Inclusive practice and the graduated response

As a classroom teacher and an interested reseracher, I am passionate about ensuring that all children particularly those with additional needs, are having their needs met at all time. I have spent a lot of time both through independant research, completing CPD and my NPQ, researching around SEND, in particular the graduated response in regard to inclusive practice. 

Before I move onto discussing the graduated response, research suggests there are 4 main areas of need. It must be noted that often areas if need can overlap and is not a permanent fix. I would like to highlight that SEND is not fixed. As pupils get older, there needs will change. Some pupils may have multiple needs which can be complex and often overlap. All pupils have individual needs and teachers use adaptive teaching strategies to individualise instruction. 

1. Communication and interaction

2. Cognition and learning

3. Social, emotional and mental health difficulties

4. Sensory and physical needs

So what is the graduated response?

The graduated reponse is a cycle which encourages teachers to explore the behaviour that is displayed through the underlying need. It works through an assess, plan, do and review cycle.

Assess

- This creates a holistic picture of the pupils needs

- Potential and barriers to learning can be assessed

Plan

- The information gathered during assess is used for formate a 'plan'

- Research is completed to look into what support is available how this can be most effectively utilise to support barriers to learning

Do

- To put this simply, the plan is implemented!

Review

- Has the plan worked?

- The plan is reviewed and adapted e.g, by using SMART targets

The use of the graduated response in my practice is not only for those children with additional needs. Personally, following this cycle to support all learners ensures through systems are in place to support any pupil facing any barrier to learning. Parents play a critical role in implementing and supporting this. parents should be involved every step of the way and school should support parents, being open and honest with them. The EEF released 4 recommendations to help consider how we as schools can work more effectively in supporting families:

1. Criticallt review your work with parents

2. Provide practical strategies to support learning at home

3. Tailor school communication to encourage postive dialogue

4. Offer more sustained and intense support where needed

Using whole class adaptive teaching strategies is particularly useful in ensuring needs of all are met at all times, and support parents in feeling that the school are meeting their individuals need at all times. I hope you can join me next week where I explore adaptive teaching in further detail and how we as teachers can use a tiered approach to educational support. 

- Miss Yeoman