Critical Reflection

Introduction

Through my training, I've gained valuable insights into teaching children with special needs and disabilities (SEND). One fundamental lesson I've learned is that not all children in this category face limitations in their physical or mental abilities to learn. I am committed to providing all children equitable access to the curriculum and educational materials with SEND, tailoring them to meet individual needs and facilitate learning (Benton & Johnson, 2015). My teaching approach aligns with the SEND Code of Practice, emphasizing continuous communication with the students and their parents and collaborating with therapists. I set individualized learning targets for each student and ensure parents are informed about these goals. Additionally, I maintain open communication with fellow teachers to keep them apprised of the children's progress and responses. The Special Educational Needs and Disability Regulations (2014) have been instrumental in shaping my teaching practices.

I strongly emphasise including children with SEND in all school programs to enable their personal growth and celebrate their achievements. Addressing these students by their names is essential for fostering better understanding and attention while creating a focused learning environment that minimizes distractions (Cline, 2018). I also prioritize providing quiet time for the children to alleviate stress and enforce consistent rules that apply to everyone. While I have made significant progress in making these children fully understand their abilities and providing personalized attention, I believe there is further room for improvement. I aim to enhance my ability to boost the self-esteem of children with SEND and identify those who require special attention at an early stage (Galloway, 2018). Moreover, I need continued development in identifying children needing extra support due to their unique circumstances.

Meeting the Challenges of the SEND Code of Practice: A Teacher's Perspective

The SEND Code of Practice is the guiding light for schools and authorities in their approach to students with special educational needs or disabilities (Gov, 2015). It outlines a crucial aspect, extending its support to young people up to the age of 25, surpassing the typical compulsory school age of 16. At its core, these codes emphasize the imperative for teachers dealing with SEND to acknowledge the children's perspectives and actively involve their parents in decision-making (Hodkinson, 2015).

However, as a teacher, I recognize that while the SEND Code of Practice sets commendable standards, it presents challenges. One significant hurdle is the need for constant engagement with parents, providing them with comprehensive updates on their child's development and the assessments they undergo. When tackled individually, this can be a time-consuming task, potentially creating a barrier between teachers and parents. Additionally, collaborating with various agencies poses another challenge in SEND education. Inadequate communication and coordination can exacerbate mental health difficulties for the children (Hornby, 2015).

I propose implementing a structured system that tracks and documents conversations and progress reports between agencies, parents, and teachers to overcome these challenges. This approach aims to alleviate confusion, streamline communication, and ensure the swift progress of children with SEND, ultimately fostering a more effective and inclusive educational environment.

Fostering Holistic Development: The Key Role of Parental and Agency Support for Children with SEND

An effective approach to meeting the needs of children with SEND hinges on a foundational principle—supporting the young person and their parents. This principle, aligned with the Code of Practice for SEND, is a top priority in our mission to provide the best possible outcomes for children with special needs or disabilities (Skrzypiec et al., 2016).

I firmly believe that understanding the necessity of extending support to the child and their parents is paramount in shaping the ideal framework for a child's development. This entails fostering a collaborative synergy among agencies, teachers, and parents to ensure the child maximises the benefit (Upton, 2018). By providing parents with the guidance and support they require, we prepare them to navigate the challenges of raising a child with SEND at home and in broader society. This holistic approach enhances the child's employability and equips them with the skills and independence needed to thrive in adulthood.

The Vital Role of Teaching Assistants in Supporting Children with SEND

My experiences teaching children with SEND have provided invaluable insights into the dynamics of effective collaboration between teaching assistants (TAs) and teachers. It has become clear that TAs play a pivotal role, working closely with teachers to track children's individual progress and unique characteristics with SEND (Gov, 2015). TAs are instrumental in ensuring the consistency of learning and the overall progress of these students, guaranteeing their inclusion in class and providing essential support for their journey towards independent learning.

Engaging in activities related to the assessment of children has shed light on the interdependence between teachers and TAs. It has become evident that maintaining a comprehensive overview of learning objectives, concepts taught in class, individual understanding, and additional assistance needs of pupils would be a daunting task without this collaborative approach (Galloway, 2018).

In my experience, TAs take on the vital role of reformatting coursework and reiterating curriculum content to students after teacher-led classes. This wide-ranging collaboration extends to teachers and parents, all working together to ensure students' educational success. I've witnessed TAs collaborating closely with teachers to regularly adapt children's learning to their specific levels of understanding. Teachers responsible for educating children with SEND must be accountable for their progress and development stages. They oversee the education and training provided by teaching assistants and specialist staff (Upton, 2018). This experience has shown me the significance of collaborative efforts between teachers, TAs, healthcare workers, and parents in shaping individualized curricula for these children and working toward specific learning goals.

Conclusion

In conclusion, a holistic and collaborative approach is vital in addressing the unique challenges of special education for children with SEND. We can create a more inclusive educational environment by aligning practices with the SEND Code of Practice, implementing structured communication systems, and supporting both children and parents. Teaching assistants are pivotal in ensuring consistency and progress, emphasizing the importance of collaboration between educators, healthcare professionals, and parents. As we strive for continuous improvement, we focus on boosting self-esteem, early intervention, and refining strategies to empower every child to thrive and reach their full potential.