Special Educational Needs and Disabilities

Special Educational Needs and Disabilities

September 14, 2019 0 By Ronny Jaskolski


Deciding what pupils will learn and how they’re going to learn it is about the most important thing that a school leader does. And evaluating the impact
of these decisions on the way that curricular content is structured and sequenced in a way which is going to
build pupils’ knowledge and help them to apply their knowledge is at the heart of the
new inspection framework. And this idea and our working definition of curriculum
– so, what’s taught and how is it taught – are so important for children and young
people who have special needs and disabilities. So for example, a child or young person who
has severe, or complex, or profound needs may take significantly longer to acquire and develop
the knowledge that you and I have secured in a very short period of time. The decisions
that leaders make, make a huge difference. Those children and young people can’t afford
for leaders to get it wrong. They haven’t got time for leaders to get it wrong. Intent is about leaders’ ambitions, but it’s
also about leaders’ understanding of children and young people’s widely different needs
and starting points. And it’s ensuring that those leaders have the highest aspirations,
but they’re able to translate those aspirations and that understanding of those children’s
needs into a curriculum which is going to enable them to learn and make progress. I would also say that intent is about the
way that leaders work with parents and carers, with other professionals and other services
to understand what’s important to and for children and young people and really work
out how best to support them. Implementation is important because it’s
about how leaders translate those ambitions and their understanding of children and young
people’s needs into a curriculum which is structured and sequenced in a way which is
going to build pupils’ knowledge and give them the confidence to apply that knowledge
in other areas of learning and in their everyday lives. Implementation also means considering how
children and young people’s learning is assessed, whether that assessment is accurate
and whether over time it’s meaningful. Impact is about the difference that the curriculum
makes to the outcomes children and young people who have special needs or disabilities achieve,
and recognising that for some children and young people, those outcomes could be the
highest academic standards while for others it will be about learning how to communicate,
make choices, control and affect the world around them. However, for all those children
and young people it’s essential that those outcomes reflect the highest level of ambition
and that achieving those outcomes opens the door to futures which carry the same high
level of aspiration for all pupils.