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Context
This joint statement has been formulated between the
Association for Science Education (ASE) and the National
Association for Special Educational Needs (NASEN) as
one of the outcomes of a collaborative project funded
by the DfES SEN small programmes fund. It represents
the views of both organisations, taking into consideration
their existing policy and position statements.
Both nationally and internationally, there is a trend
towards inclusion for children with special educational
needs. This has been interpreted as attendance at a
mainstream school for learners with special educational
needs. Our view is that inclusion is not simply about
placement but related to the quality of the educational
experience.
The current context provides challenges and opportunities
to educators. Those working in a mainstream environment
are engaging with a wider range of students and need
appropriate support and guidance on effective inclusion
and provision for the students. Some special schools
are faced with the new challenge of providing an appropriate
science curriculum. There exists a need for the sharing
of good practice between those with different expertise.
Inclusive science involves issues of access, quality,
relevance and purpose. This joint statement encompasses
the notion that all students with special educational
needs are entitled to access high quality science education
that recognises and responds to diverse learning needs.
The nature of science presents first hand experiences
including practical activity, which can enliven the
imagination and has the potential to enable all learners
to achieve success. Active learning within the science
curriculum can also facilitate the development of interpersonal
communication, self-advocacy and contribute to enhancing
the self-esteem of the learners.
The School’s Role
Entitlement
Curriculum access is principally about entitlement,
equal opportunity and equal value. All learners should
receive a broad and balanced curriculum that includes
science. The science curriculum should recognise learners’
differing talents and learning styles and address the
specific nature of any particular needs. The arrangements
for the delivery of the science curriculum for learners
with special educational needs should be of good quality.
Parents and learners should be informed of these arrangements
and their views taken into account.
High Quality Staff
All staff (teachers, technicians, teaching assistants,
carers and others) who contribute to the teaching and
learning of individuals with special educational needs,
and in particular the provision of an inclusive science
curriculum, should have the appropriate level of expertise
and understanding of the process of teaching and learning
as well as the specialist knowledge of science. This
requires quality professional development, which starts
with initial training and continues throughout their
career. There should be a genuine sharing of good practice,
collaboration, shared learning and expertise between
all those involved. Staff should also take advantage
of wider opportunities for professional development
through attendance at courses and conferences, access
to a range of electronic and paper based materials and
the benefits available through professional organisations
and networks.
Resources
To ensure that learners with special educational needs
can access the science curriculum, they should have
an appropriate and realistic level of support (including
suitably adapted equipment and assistance from teaching
assistants). The funding to support this should be determined,
organised and delivered to take individual needs into
account utilising school and local funding frameworks.
The establishment of local cluster groups of schools
may be an effective way to make the best use of schools’
resources.
The Education Provider’s Role
A broad and balanced curriculum
All learners, including those with special educational
needs, should have access to science as part of a broad
balanced and relevant curriculum. While learners’
entitlements to science must be protected, the content
and modes of delivery of this curriculum area should
not be too prescriptive. Learners should be helped to
engage in the scientific processes and develop their
own understandings. Science also affords learners opportunities
to develop, apply and reinforce academic and social
skills learnt elsewhere. The scientific experience and
knowledge gained can contribute to them becoming independent
learners and help prepare them for adulthood.
Effective Teaching and learning
Effective teaching and learning in science for learners
with special educational needs should be suitably differentiated
and emphasise active learning. It should encourage respect
for the environment. Opportunities to promote learners’
self esteem should be developed.
Responding to diverse needs
In helping all learners to access science, the curriculum
and teaching approaches should address learners’
individual needs, motivations, learning patterns and
interests. Planning and implementing learning experiences
should be appropriate to the age of the learner as well
as their cognitive, social and emotional levels of functioning.
Progress at all levels should be carefully monitored
through a range of appropriate assessment strategies
that inform further learning and development. Learners’
own ideas and views about learning opportunities should
be taken into account.
Equal Values
Flexibility in the design and delivery of the
science curriculum and in the evaluation of the learners’
progress should be seen as an appropriate response to
the diversity of learners’ needs. All curriculum
arrangements should promote inclusion and have equal
value.
Safety
Teachers need to consider ways to enable learners
to participate in activities and where necessary seek
advice and guidance about adaptations or specialist
equipment in terms of health and safety issues.
Collective Responsibility
Society as a whole has a responsibility for inclusion
and this can be used to develop the provision of science
for learners with special educational needs. The curriculum
should be informed by the distinctive contributions
of all those involved and be supported by effective
links with industry and the community. Collaborative
approaches will ensure that expertise, knowledge and
understanding are shared.
(Related policy documents include the ASE’s
Access to Science and NASEN's
policy documents on Curriculum Access and Inclusion
included in this website.)
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