I was interested to learn about the SEND Project, a group of teachers and special education experts who gathered in 2014 to discuss how the new curriculum subject could be implemented for learners with additional needs. This document outlines their conclusions. Computing objectives are broken down and split into p-scales (targets for children with special educational needs who cannot access the mainstream curriculum). For example, at P3 (ii), children should be interacting with touch screen interfaces and may respond to on-screen choices. At P8, children should use ICT to present information, record sounds and should communicate about their use of technology. I have not got a great deal of experience teaching children with more complex SEND, and so it was very interesting to see how the curriculum can be adapted to allow students to access a subject. I was pleased to see that this project was created through work with different schools, both primary and secondary. My favourite document produced by the project is the computational thinking map, similar to the CAS map I have previously posted. I anticipate how I could use this resource to support SEND learners in my own classroom, even if they are considered able to access the National Curriculum. Attitudes such as 'willing to have a go at new things' and 'reacting appropriately to things going wrong and returning to the same task' are important for all children, but could be a good way to recognise computational thinking in children who may not display its usual characteristics. However, as Warnock (2005) argues, children with SEND should not be grouped in a single category. Every child has different needs and must be treated as an individual. I will use this approach to teach every child on placement and as a qualified teacher. I must be careful to tailor my teaching of Computing - as with every subject - to the needs of the individual child. Conversations with parents, colleagues, the school SENCO and any professional associated with other agencies should help me to provide the best teaching and learning experience for these children. Purdy, in Cremin and Arthur (2014) argues that this is the best approach for trainee and newly qualified teachers to take when teaching a child with SEND. I am looking forward to becoming a more experienced and knowledgeable practitioner through these means. Links and Bibliography
The SEND Project - www.slp.somerset.org.uk/sites/edtech/SitePages/Primary%20Computing/SEND%20Computing.aspx P-Scales for Computing - www.slp.somerset.org.uk/sites/edtech/Primary%20Computing/SEND%20Computing/P_Scales_for_Computing.pdf Warnock, M. (2005) Special Educational Needs: A New Look, London: Philosophy of Education Society of Great Britain. Purdy, N., Providing for Special Educational Needs, in Cremin, T. and Arthur, J. (2014) Learning to Teach in the Primary School, London: Routledge.
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