During my PGCE year I spent some time in the nurture hub of my placement secondary school. Once qualifying I moved from mainstream to the SEND sector inspired by a desire to make a difference to young people and their lives. One of the things that motivates me as a teacher is a what I call “the spark in the eyes moment” when pupils or students you work with suddenly click and gain understanding. I very quickly realised that within SEND teaching those “Spark in the eye moments” happen daily and for some pupils, even every lesson.
My current school is a Special Secondary school whose students all have a diagnosis of Autistic Spectrum Disorders and associated learning difficulties. It is a relatively small school with a wide catchment area. Class sizes are small with high levels of support, usually between 7 and 12 students with at least one teaching assistant. Pupils show a wide range of ability and individual interests. We follow a ‘dual curriculum’ that addresses both the academic and social development needs of our students.
Every day and every lesson is different in the SEND sector, and every day brings its own challenge. I enjoy a ‘spark in the eye’ moment at least once a day, but I also have to manage poor behaviour as a result of our students’ frustration. I am a department of one person, with none of the colleagues in mainstream to share both responsibility and creatively plan with. However this is the only drawback for me of working in SEND.
One of my biggest challenges is finding resources that are at the right level for our learners but are still engaging for older pupils. For example, we might be working on number bonds in Maths, but the Year 1 or 2 resource is demotivating for a year 12 student who is learning it as part of their entry level functional skills maths. This requires a constant balance between work that is both suitable and engaging.
I believe every student regardless of their background, status and learning difficulty can achieve their own individual potential when encouraged and supported in their learning journey. It is my role as their teacher to guide them and provide with learning opportunities that allow them to develop and achieve their potential; allowing them to become more independent and able to take their place in society. For our learners it might allow them to access supported employment or a place at a college.
Mainstream teachers can enhance their teaching practise by experiencing SEND. If you have the opportunity to observe teaching in a SEND environment take it – you may find that it is more enjoyable and rewarding than you first thought. At the very least it will give you new ideas and strategies that you can use in your own teaching and a shared respect for mainstream and SEND teaching.
About
Neil Duncalf is on Year 1 of the CSTG Leadership Scholarship programme. He teaches and leads RE and Humanities in an 11-18 special school in Cheshire. He also leads the Pathways RE Hub in the Cheshire West & Chester area.