Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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Verity Donnelly
Address for correspondence:
Verity Donnelly
Pentre Fron Cottage
Pentre Fron Rd
Coedpoeth
WREXHAM LL11 3BU
vj.donnelly@tiscali.co.uk
Aim: To explain the rationale for the development of the Insight assessment materials in Wales and provide a brief introduction to the assessment process and potential impact on practice.
I n the introduction to this symposium, we stressed the importance of accurate and fit for purpose assessment in enabling teachers to target their teaching effectively. This would include both pedagogy and content.
The Insight Project followed the Qualifications, Curriculum and Assessment Authority for Wales’ (ACCAC) monitoring of curriculum changes post 2000 during which schools raised a number of concerns about the teaching and assessment of learners with PMLD.
They felt that the needs of this group of learners had never been fully considered in the National Curriculum (NC) and assessment arrangements. As the age profile of teachers who had undertaken specialist training for learners with PMLD was increasing and few such training opportunities are currently available, schools were becoming increasingly concerned that few staff would be able to make appropriate adaptations to curriculum and assessment materials.
ACCAC’s guidance on working towards Level 1(1999) was felt to be useful but did not go far enough.. The “ experience, awareness response engagement, participation” continuum, based on earlier work by McInnes & Treffry (1982), Aitken and Buultjens (1992) and Brown (1996) was seen to be useful but insufficient as in reality these are lateral stages which might be applied to every learning experience. The discussions around progress and progression were also felt to support good practice and although many of the ideas were later developed by the Qualifications and Curriculum Authority for England (QCA) in their guidance “” Planning , teaching and assessing the curriculum for learners with learning difficulties” further work was clearly needed.
Special schools were using W steps, In Step, Equals PACE or P levels as summative assessments, but did not feel these were fit for the purpose of assessing learners with PMLD as they were unable to detect very subtle changes in behaviour. A further limitation appeared to be the hierarchical nature of these assessments which do not take account of “ lateral” learning or progress in the wider sense.
The lack of training in this area referred to above, and the fact that many teachers did not have a background in early child development meant that developmental checklists etc were perhaps being relied on too heavily - assuming that learners would develop in particular ways or according to a particular sequence when due to physical/sensory disabilities, this would not be the case.
An examination of materials currently in use in schools shows that, in an effort to document progress, some assessments break p scales into smaller steps. This practice has developed despite the fact that p scales were never designed to support judgements being made about the level of individual targets or single pieces of work. Although task analysis can be useful in teaching some areas, small steps from p scales will not support quality teaching of NC subjects. This approach can leave highly significant learning such as contingency awareness or improvement of sensory function at the bottom of the hierarchy as attempts are made to measure progress through (wholly supported ) “experiences” loosely related to subjects which are unlikely to move learners on.
NC subject Programmes of Study provide the basis for schemes of work which will incorporate varied and interesting contexts but, to enable learners to progress, relevant work must be planned at appropriate developmental levels with a focus on the learning process.
Although P Scales and similar assessments were originally intended for end of key stage assessment they are increasingly used annually or even more often due to a range of external pressures and all these factors may have a further impact on teaching and curriculum. Collecting school performance data for this group of learners is problematic. Ofsted (2004) note that comparing special schools is currently of limited value given the diversity of SEN, the small numbers in year groups, the often wide age range of classes and the range of assessment approaches in use. They also noted that it is difficult for special schools to set targets for 5 terms ahead, particularly for learners with PMLD.
One size does not fit all… Learning from assessment practice as outlined above, we felt that a different approach was needed. We set out to develop assessment materials which would overcome some of these difficulties – which would provide a more holistic view of children/young people and reflect the fact that learning /progress is not always hierarchical. The materials would need to focus on relevant content/priority areas and on individual needs. We wanted to promote equity, develop a more inclusive framework and involve and empower individuals, school staff and families. We also identified the need to clarify the difference between ongoing assessment for learning and summary/summative assessment of learning.
The materials are founded in research on early development and atypical development – and take account of physical/sensory needs and need for a responsive environment.
They recognise the need for close relationships and high quality interactions and assert that communication cannot be assessed in isolation ( e.g. with a checklist) as much depends on the communication partner.
An effort has been made to combine best of behavioural and interactive approaches . From the behavioural side, we have noted the importance of systematic approaches, the need to have baseline data, to gather evidence, to realise the importance of context/environment and the fact that some specific techniques might be required in certain situations.
From interactive approaches, we have taken importance of good personal relationships, sensitivity to feedback from the learner, an emphasis on understanding as well as skill acquisition, and a focus on participation, negotiation and respect. We stress the importance of the learning process, intrinsic motivation and the fact that teaching cannot always be divided into constituent parts.
The materials focus on relevant areas – communication, social interaction and early cognitive development – which are priorities for learners with complex needs. We also focus on the learning process and assessment for learning, which is consistent with other initiatives in Wales and where assessment first and foremost is seen to make a contribution to better learning. However, in addition, we feel that the materials will support more rigorous evaluation of practice/provision.
We hope that the materials will encourage staff to problem solve and examine their practice – and better match experiences to learners. The guidance accompanying the materials provides information on early stages of development such as habituation, contingency responding, contingency awareness ( see Ware, Thorpe, Gray and Behan 2005 ) and more widely recognised milestones such as object permanence and shared attention.
The materials will lead into the assessment currently being written for the areas of learning in the Foundation phase 3-7 – communication, mathematical development & PSD and well being. They will also serve to make the assessment framework for all other key stages inclusive with a focus on the learner and the provision of meaningful experiences supportive to their development in the context of a more flexible curriculum at Key Stages 2 and 3 and 14-19.
Schools have been very creative in providing a broad balanced curriculum for learners with PMLD – giving access to much more exciting opportunities than previously – also providing some common ground with peers.
This process has taken many years during which many hard questions were asked as schools tried to retain specialist curriculum/developmental curriculum while including NC and fulfilling statutory requirements. In Wales, current work on the curriculum will provide opportunities to strengthen cross curricular skills with a greater focus on learning to learn. It will be possible to work to both cross curricular and subject outcomes – not excluding learners from possibility of subject learning as it is not clear where exactly this begins!
We believe that inclusion requires education for diversity not uniformity so if a different approach is required to meet the very specific needs of these learners – within the broad framework of the curriculum and assessment arrangements to which ALL learners are entitled, we felt we should pursue this.
The guidance contains questions to help schools take account of statutory requirements but make full use of the available flexibility. It also suggests ways of maximising learning based on recent research and provides information on reducing barriers to learning (e.g. reflexes, positioning, sensory development, communication issues) This should enable teachers to use these materials on an ongoing basis across the curriculum.
The materials are designed for use by teachers, support staff, senior managers, LEA advisers, ITET colleges and should be used in schools in cooperation with specialist services for learners with visual/hearing impairments, speech therapists and parents/carers/families.
The route map (Figure 1) will support close observation of sensory function, preferred learning channels and means of processing information. It will help staff to focus on how learners accommodate new experiences, remember/anticipate new routines and develop approaches to problem solving. The ability to interact and form attachments and the development of communication skills is also shown clearly – although not in a rigid sequence. On the chart, the orange boxes are key milestones in communication/early cognitive development. These steps are considered crucial to future development and are the “ major junctions” which are significant in all routes.
The routemap shows a range of possible learning pathways – different routes to major junctions. The big picture on the poster highlights several possible learning links.
but does not provide pre determined small steps . We wanted to move away from being locked into the idea of readiness to move up a single hierarchy which may lead staff to miss some significant abilities or barriers to learning. We hope that the routemap highlights the importance of lateral as well as hierarchical progress.
The initial assessment using these materials will serve as baseline but from then on, progress can be tracked and the materials should help individual target setting by highlighting next steps. We have not attempted to score or summarise what is shown by the routemap as we feel that this does not reflect the complex behaviours of these learners. Staff are encouraged to observe learners over time/different situations and note variations which may give further information about learning.
We suggest that staff start at a step within the learner’s capability– or for some new learners not yet assessed and apparently not responding, start at the beginning. The assessment booklet sets out “ Things to try” (see Figure 2) and all activities should be tried, working down the map from top to bottom. Staff should continue until well beyond steps where the learner appears not to respond. In trialling, the importance of completing items throughout the map was shown, as some learners picked up items a lot lower down the map and the gaps in between added to understanding about the way learners were learning or the possible areas which might not be realistic to target due to the learner’s disabilities. Close attention should be given to the information under” what to look for”.
Following the assessment, appropriate targets can be set with reference to the suggested teaching activities in the booklet (See Figure 3).
The materials were trialled in 15 schools throughout Wales from May 2004 to Jan 2005.
The response to the materials was very positive overall as schools felt that, unlike other materials available, they were designed for learners with PMLD and took account of sensory impairments and physical disabilities. Many schools found the materials useful in pin pointing learners’ appropriate developmental levels. This enabled them to move on learners who had become “stuck” and target more appropriate/relevant learning outcomes across the curriculum. Insight has enabled teachers (and parents) to see where learners are going and why, as it provides the “big picture” and is more holistic than checklists previously used. The routemap also helped teachers to see when learners were able to demonstrate a behaviour but where further accuracy, refinement and generalisation needed to be given specific attention.
The materials will in their final form be a multi media package – poster, guidance booklet, charts and DVD with video clips to support consistent assessment. The materials will also be available on CDRom to enable teachers to record observations and create individual programme/profiles. We anticipate that the pack will be launched in spring term 2006. It will be sent to all special schools in Wales and via SEN advisers in LEAs to all schools who have learners with complex needs on roll.
It is hoped that these materials will provide a consistent approach and shared language for teachers of learners with PMLD across Wales and help them to develop a manageable system to record significant behaviours which are important to inform future learning. Schools may need to include some subsidiary outcomes but the route map should help staff to identify where the learner is and any gaps in development. There is a real need for quality assessment information for this group of learners – and this can’t be conveyed by just a tick. For school managers, the assessment may also inform decisions about support needs, the need to refine teaching approaches, pupil groupings, curriculum and resources – and judge the overall effectiveness of this area of work.
Aitken S , Buultjens M (1992) Vision for Doing Moray House Publications, Edinburgh
Brown E (1996) Religious Education for All David Fulton, London
Mc Innes J M , Treffry J A (1982) Deaf Blind Infants and Children University of Toronto Press
Ofsted (2004) Setting targets for pupils with special educational needs Ofsted, London
Figure 2
Figure 3
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