- What categories of SEN are most visible in your school, and how do they impact teaching and leadership decisions?
· Learning disabilities
· Intellectual disabilities
- How do you currently identify and support learners with SEN? Are there tools or strategies you’ve found effective—or gaps you’ve noticed?
They are identified by their class teachers and later assessed by the itinerant special needs monitor for the Cluster. Afterwards, they are seated close to their class to provide them easier access to support.
- Think about instructional support: What does an inclusive classroom look like in your school? Have you used or developed Individualised Education Plans (IEPs)?
Inclusive classroom in my school is not much different from any other classroom. The school leadership ensures that all SEN children get extra support such as seating them close to their teachers and the chalkboard. Unfortunately, we are not using IEPs. I’m just seen the term for the first time in this module.
- Collaboration is key: How do you engage teachers, families, and external professionals in supporting learners with SEN?
We often receive the itinerant teacher who would give recommendations as to how to support the SEN pupils. At times, we would invite their parents for discussion. For instance, if the child is supposed to be taken to a special school for assessment, the parents have to be involved. In addition, the itinerant teachers would sometimes invite parents for interviews about their SEN children and how to support them.
- Finally, reflect on impact: What changes have you seen in learner progress or school culture as a result of accommodations, adaptations, or behaviour support strategies?
When the SEN pupils feel that they are accepted by their peers and the school staff, they start to learn. However, some of them cannot learn as other children. Their learning is slow.