Special Needs - in mainstream schools

Design and technology provides particular opportunities for:

• practical learning experiences which promote success and raise achievement
• focusing on real scenarios and design problems that are meaningful to pupils
• using appropriate and differentiated materials to suit pupils of differing abilities, enabling access to the curriculum for all
• communicating using a range of methods - avoiding over-reliance on the written word
• using ICT as a means to pupils realising, developing and enhancing their work
• access to and supporting learning in other subjects, eg maths. and science
• work on personally motivated design tasks where the pupil takes ownership of their work and of their own learning
• working within a flexible range of contexts and topics that can be adapted to suit individual interests and motivations
• pupils to work at their own pace and level with appropriate teacher support and intervention
• individually negotiated targets between the teacher and pupil that can be reviewed as required - those pupils who need to work at a slower pace can do so and pupils who work more quickly can be further challenged to develop their work with activities which extend and enrich their experience.

Planning within D&T

Effective planning takes account of the different abilities and interests of each pupil and should enable all of them to progress and demonstrate their achievements. The most effective way to secure success is to think positively and create learning opportunities appropriate to each pupil needs rather than concentrating on identifying difficulties.

Your role as a D&T teacher

Individual Education Plans (IEPs) should specify how the curriculum will be adapted to take account of the particular learning difficulty. Adaptations might include:

• changes to the type of task
• special support given to carry out the activities
• modified learning resources.

Exemplars in the resource vault show how units can be adapted to change the type of task or give special support and modified resources.

Considering special educational needs involves teachers in:

• taking account of the difficulties which pupils may encounter in the learning process
• identifying the impact this may have on pupils development
• developing appropriate strategies for supporting pupils with these difficulties.

Further information about gifted and talented pupils - including their characteristics in D&T and how tasks can be adapted - is available on the National Curriculum Gifted and Talented website.

Further support:

• Maximising progress - ensuring the attainment of pupils with SEN

• Maximising progress 1
  Maximising progress 2
  Maximising progress 3

  These free materials from the National Strategy are designed to maximise the attainment of the growing number of pupils with special education needs and disability within mainstream secondary schools who are working within national expectations but currently under-attaining. However, the guidance will also help you to reflect on the progress of all pupils in your school are identified as having SEN.

• Planning inclusive design and make assignments, focused practical tasks and product evaluation activities (pdf)
• Strategies to keep pupils motivated (pdf)
• NGfL inclusion
• National Curriculum in action
• National Curriculum - planning, teaching and assessing the curriculum for pupils with learning difficulties
  

  P_scales_Art_and_Design.pdf
  P_scales_Design.pdf
  P_scales_developing_skills.pdf
  P_scales_Guidelines.pdf

• KS3 foundation subjects training materials
• QCA 'Including all learners'
• Meeting the Needs of Pupils with SEN in D&T, Louise T. Davies, London: David Fulton Publishers (ISBN 184312 166 2) Available for purchase from the online shop
• Access and Engagement in D&T
• Talking Point - a website developed to provide information about speech, language and communication difficulties in children
• Lesson design for inclusion - if you are worried about designing lessons for inclusion, download this helpful guide from the Standards Site (unit 4)
• Specialist Schools - inclusion and case study modules of good practice in equality

Support for pupils with English as an Additional Language

National association of language development advice

DfES (2002) Access and engagement in Design and Technology: Teaching pupils for whom English is an additional language London: DFES , 0658/2002.

QCDA advice on new arrivals, including refugees and asylum seekers

QCDA Respect for all

Assessment

The Qualifications and Curriculum Development Agency (QCDA) collected examples of pupils' work to demonstrate achievement at a range of levels in the foundation subjects on behalf of the DFE.

The materials, which include video clips show exemplar evidence of pupil achievement at each level including the newly published levels 1 and 2 and give guidance on student progression and assessment practice.

The materials can be viewed on the National Curriculum web page

http://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/exemplification/index.aspx