5 challenges us to think critically about how we lead schools that truly include and support learners with special educational needs (SEN). As you reflect on your own school context, consider the following:
- What categories of SEN are most visible in your school, and how do they impact teaching and leadership decisions?
- How do you currently identify and support learners with SEN? Are there tools or strategies you’ve found effective—or gaps you’ve noticed?
- Think about instructional support: What does an inclusive classroom look like in your school? Have you used or developed Individualised Education Plans (IEPs)?
- Collaboration is key: How do you engage teachers, families, and external professionals in supporting learners with SEN?
- Finally, reflect on impact: What changes have you seen in learner progress or school culture What categories of SEN are most visible in your school, and how do they impact teaching and leadership decisions?
- as a result of accommodations, adaptations, or behaviour support strategies?
1.What categories of SEN are most visible in your school, and how do they impact teaching and leadership decisions?
The categories of SEN most visibly seen are visual Most of the pupils in my school have visual problems .Only few of them have other types of issues .So I collaborate with eye specialists that work with the special needs focal person at the regional education directorate and others in the community to help screen all the pupils with visual issues and give recommendations prescriptions and possible referral .I also work with the focal person and teachers of the affected teachers on how to support children to learn easily.
2.How do you currently identify and support learners with SEN? Are there tools or strategies you’ve found effective—or gaps you’ve noticed?
I work with the SEN focal person in the school to identify all pupils with SEN and record thei r challenges and get their teachers and parents trained on how to give them every support they need in both at school and at home .Among the teachers, others will serve as mentors to help monitor teachers in all the affected classes .The tools and infrastructure were all user friendly for all SEN students.
3 Think about instructional support: What does an inclusive classroom look like in your school? Have you used or developed Individualised Education Plans (IEPs)?
An inclusive classroom will need to be well ventilated, have enough lighting, floors and corridors that are easy to ply with wheels clear and bold teaching aids .I have never used Collaboration is key: How do you engage teachers, families, and external professionals in supporting learners with SEN?
individualsed education plan but I will work on it .
4.Collaboration is key: How do you engage teachers, families, and external professionals in supporting learners with SEN?
At the beginning of each school year, I collect data during enrolment and invite all parents and guardians to a meeting with class teachers and mentors, .This will be followed .During this meeting, I invite the SEN personnel from the regional office to brief them on how to support the children with different challenges at home and school
5 Finally, reflect on impact: What changes have you seen in learner progress or school culture What categories of SEN are most visible in your school, and how do they impact teaching and leadership decisions?
Because of the support given to pupils we have observed that pupils performance have improved significantly. Most of the pupils with SEN in my school have visual impairments.
These SEN issues always influence decisions on how lessons are planned, teaching aids are prepared and how I monitor teaching and learning in classes especially where there are SEN students.
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