Working in Special Needs

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Most teachers are used to having at least a couple of statemented pupils in their classroom, and with inclusive education these may be children with Downs syndrome or those on the autistic spectrum. However, children unable to cope in the mainstream will go to a special school.

PRU's: Pupil referral units are for students who usually have behavioral issues or chronic truancy. Their problems can be due to a specific incident, eg a bereavement at home. The aim is to enable pupils to be reintegrated into mainstream. They will follow the NC/GCSE courses but will be taught in smaller groups, usually with Learning Support Assistants.
EBD schools: Cater for pupils who have often been excluded from mainstream. They may have severe social, emotional and behavioural problems. These schools can be a culture shock, but often they do manage to get students through their GCSE's or similar. They are very structured in their approach to students and have clear guidelines.

Working with SEBD students: requires you to be "unshockable", calm and highly committed. Despite smaller class sizes and LSA support it can be very stressful. Teachers will be instructed for example in handling and restraint techniques. If you have worked with young offenders or disenchanted young people in other areas, SEBD may be for you. As with any kind of SEN the rewards are immense as you do gain the trust of students and help pupils who may have been dismissed as "unteachable" to succeed.

MLD: There are very few MLD schools now. They usually cater for pupils with developmental delays, specific learning difficulties. Teachers who have worked in SEN Depts in the mainstream can adapt to this environment.

SLD/PMLD: I believe it takes a very special person to work with pupils with severe/profound and multiple learning difficulties. Class sizes can be as small as 3/4 pupils and there is a high ratio of LSA support. Many of these schools have pupils with complex needs and the variety can be wide. At the most extreme there may be pupils with degenerative illnesses, those who are completely nonverbal. Going into these schools can be distressing and I've known teachers in the past convinced they could cope, but leaving after a few hours. Students may need help with toiletting and feeding. Although there are other professionals around, e.g. a nurse, physiotherapist etc, the teacher has to be involved in all aspects. Each child will be learning to an IEP (Individual Education Plan). Learning to press a trigger to indicate a colour, learning to write and identify their name can be immense triumphs for these pupils. As a teacher pointed out to me recently... they don't need pity, they need to be educated and given as much opportunity as they can.

Working in SLD/PMLD: requires creativity, patience (frustration can often lead to behavioural issues). It is useful to learn systems like Makaton signing too. I have often found that teachers of Art, Drama, Music are particularly good at devising means to challenge there students. There are also specific teaching methods, eg TEACCH for autistic students that are immensely valuable.

Regards

Jean Wilson
SEN Dept.
Axcis Education

Telephone: 0800 107 9900
Email: jean@axcis.co.uk

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Links to information on EBD | Autism | SpLD | Dyslexia | Dyscalculia | Dyspraxia | VI - Visually Impaired | HI - Hearing Impaired | SLD/PMLD - Severe learning difficulties