Jessica Said:

How do schools choose a special educational needs co-ordinater?

We Answered:

Normally, and in smaller schools, the SENCO will be one of the existing teachers who volunteers for this extra responsibility, and gets some extra training to help them.

In larger schools, there may be a dedicated SENCO who does not have other teaching responsibilities.

It is normally up to the school governors to agree the school staffing structure, and the Head to appoint the SENCO within that structure.

Marion Said:

Special Educational Needs inclusion-can any teachers help me?

We Answered:

As an ex specialist teacher of pupils with autism/ADHD/ etc. The following might be worth thinking about.
1.No of pupils about 6 to 10 max, with a teacher & 1/2 assistants.
2. Need lots of space. This sort of pupil often needs a lot of 'personal space'.
3. Colours should be calming - not primary reds and yellows!
4. Because of their behavioural problems, all glass windows should be unbreakable! Hot water temp should be regulated.
5. Furniture should be robust.
6. All cupboards, shelves etc. should be secured firmly to the walls/floor.
7. All surfaces should be easily cleaned & sterilisable.
8. Wide doors for wheelchairs.

(Just re-read your q. These comments apply to clases solely for autistic etc., but the points are still valid for a normalclass with SEN pupils!)

Dwight Said:

Special Needs - Major Educational Needs and/or Identifying Characteristics that Generalize?

We Answered:

I have to say that the question isn't really crystal clear to those of us who are not taking the class. But based on my own experience as a special education teacher for more than 30 years, I will answer with my own perspective. I think that the most important consideration for special educators, no matter what the age or ability level of the students, is the level of social competence of each student. In addition to teaching special education, I also have experience as a residential service provider, a recreation leader, and a work supervisor for people with developmental disabilities, and the single factor that affects an individual's success as an adult is how likable he is.

The goal of education is always to prepare the student for the future. And in the end, a person with special needs will have far more opportunities if he is pleasant and cooperative, no matter what his skill level. When I worked in a vocational setting, supervisors often initially wanted employees with a high skill level. But when they discovered that many of the higher functioning employees also had bad attitudes, they found out that people with lesser skills but better attitudes actually made the best employees.

So I would suggest that you consider the social and behavioral skills of people across all functional levels. (Don't forget things like personal hygiene, good manners, etc.) In the end, it doesn't make as much difference what the academic level is - having a good and cooperative attitude, good grooming and hygiene, a sense of personal responsibility, and a pleasant personality are essential characteristics for adult success.

Ernest Said:

What is the difference between a Special Educational Needs or Disability Manager and a SENCO?

We Answered:

senco (special educational needs corodinator)
is a cordinator that put things in place for disabled children at schools

and make sure there is a iep is in place for education and make sure that the chilld is getting all the support they need

disablity manger runs the place

Benjamin Said:

How does a child with special educational needs impact upon the wider society?

We Answered:

It depends on the level of needs.

I'll use moderate learning disabilities (SLD) for example.

The impact on the family is hard to grasp. The child may appear "typical" for all purposes, but can't quite "get it". It appears that he doesn't want to listen, and acts out. In reality, he doesn't always understand what's being asked of him, or what's expected from him. He might not be able to follow 2-3 step directions, but it appears as though he's lazy. He might feel as if he can't do anything right, or is stupid. At this point everyone is frustrated.

At school, he might be perceived as lazy, inattentive, hyperactive, stupid, a troublemaker. All very negative labels.

When diagnosed and the issues addressed properly, the frustration level goes down considerably. It's understood why he's inattentive at school, he doesn't get it. It's understood why at home he can't do the three things you asked, he's forgotten two and three by the time he starts the first. With the understanding of the issues, the family and school can begin to change the way they interact and teach this child. The child can now begin to learn. He understands that he's not "lazy or stupid" but that he's got a learning disability that has always been there. It's no one's fault, it just is.

If not diagnosed and the issues addressed, the child will continue a downward spiral. He'll begin to believe that he is "lazy, a troublemaker" and act according to those labels. He may drop out of school, get into drugs, or more serious crime. At best, he'll drift through life, skipping through jobs, and stay below the radar. At worst, he'll end up in jail, costing society plenty.