Documentation and Guidance

An Overview for Inclusive Science and Special Educational Needs

There have been many recent developments with regards to recommendations in the provision of science for all. It is
unnecessary (and impossible) for teachers to digest and remember all the documentation; it is better instead to try to consider
what you need to know and how this can be implemented to improve your teaching.
Inclusion for students with special educational needs was emphasised in the revised National Curriculum in England and
Wales (2000), stating three clear principles:

x Setting suitable learning challenges

x Responding to pupils
x Overcoming potential barriers to learning and assessment for individuals and groups of pupils

The Inclusion Statement in the back section of the National Curriculum should be the starting point for planning a school
curriculum that meets the specific needs of individuals and groups of pupils. Teachers have a responsibility to provide a broad
and balanced curriculum for all pupils. The Inclusion Statement can be viewed at http://www.nc.uk.net/inclusion.html#A
Making provision for children’s special needs was further explained in the SEN Code of Practice (DfES, 2001).

What is the SEN Code of Practice?

The SEN Code of Practice provides practical advice to Local Education Authorities, maintained schools, early education
settings and others on carrying out their statutory duties to identify, assess and make provision for children’s special
educational needs. Every teacher should have referred to this, with their teaching incorporating its approaches.

Where can I view it?

Departments should have their own copy – check with your Head of Department or your school’s SENCO. If you want to have
a look at it on line then try:
http://www.dfes.gov.uk/sen/documents/SENCodeOfPractice.pdf for a pdf version of the document or
http://www.dfes.gov.uk/sen/viewDocument.cfm?dID=260 for general information.

Which sections of this document are the best starting points for a science teacher?

Having looked through the introduction, head for the Blue section entitled Identification, assessment and provision in the
secondary sector (Chapter 6).
Within this CD ROM, the Supporting Access in Science feature has practical science suggestions based on the general areas
of special educational needs as described in chapter 7 of the Code of Practice, entitled Statutory Assessment of Special
Educational Needs.
If you teach in a Primary environment, Chapter 5 of the Code of Practice (dark red) deals with the relevant information.

What are our responsibilities?

The Code of Practice states, ‘all teachers and non teaching staff should be involved in the development of the school’s SEN
policy and be fully aware of the school’s procedure for identifying, assessing and making provision for pupils with SEN.’
It continues ‘the SENCO (or team), working closely with the head teacher, senior management and fellow teachers, should be
closely involved in the strategic development of the SEN policy and provision.’
It is important to communicate, share ideas with the SENCO and other teachers in your school. No individual has all the
answers and everyone encounters behavioural difficulties in class. You all have the ability to discuss ideas and progress
within your teaching environment.

What other documentation supports the Code of Practice?

x Supporting the Target Setting Process

The revised version of Supporting the Target Setting Process was published in March 2001. The document is intended to
support schools in the setting of effective targets for pupils with special educational needs. It develops performance criteria
looking at pre level 1 students (the p scales). With greater inclusion this does have an impact on mainstream schools. Looking
at the progression made through the p scales can also allow you to reflect on the stages made towards scientific participation
and understanding, which is appropriate at any level. See
http://www.standards.dfes.gov.uk/otherresources/publications/targetsetting for more information, or a pdf version is at
http://www.standards.dfes.gov.uk/pdf/targetsetting.pdf

Documentation and Guidance

ASE/NASEN CD ROM 2002
x Inclusive Schooling – Children With Special Educational Needs
The document provides practical guidance on the new statutory framework for inclusion. A complete online version can be
viewed at http://www.dfes.gov.uk/sen/documents/ACFA3.pdf

x The SEN Toolkit

This is mainly for schools and LEAs, containing practical advice on how to implement the Code. Each section of the Toolkit
has a number of pages designed to be copied and used. Find out more online at
http://www.dfes.gov.uk/sen/viewDocument.cfm?dID=263

The Key Stage 3 Strategy for Science

This is the Government’s support for schools in reaching their targets. It is about improving the performance of students in
science, through effective approaches to teaching and learning. Training days have bought teachers together to discuss
implementing the Strategy in their schools, providing a great opportunity to speak with others.

The Key Stage 3 Framework for teaching science: Years 7, 8 and 9 provides practical suggestions and advice on meeting the
National Curriculum requirements for science. It can be viewed online at
http://standards3virtualhosts.dfesstandardssite.net/keystage3/Science_Framework.PDF The science section of the Key Stage
Three Strategy website is at: http://www.standards.dfes.gov.uk/keystage3/strands/?strand=science Materials for students with
special educational needs were produced as part of the strategy. The online section for this is at:
http://www.standards.dfes.gov.uk/keystage3/updates/news/?newsid=2494&strand=science

In other parts of the UK

Northern Ireland is currently reviewing guidance material for special educational needs and equal opportunities issues, in
preparation for their new curriculum, to be implemented in 2004. Contact Council for the Curriculum, Examinations and
Assessment (CCEA) http://www.ccea.org.uk/ for further updates and information. In Scotland, the Improving Science
Education (ISE 5 to 14) Project is producing a framework for planning that will be an innovative, new approach. There are also
developments relating to special needs and inclusion with a new SEN framework, currently being reviewed. For information on
these policies and frameworks, visit the Learning and Teaching Scotland website http://www.ltscotland.com/ For information
and details on recent developments in Wales, visit the Qualifications Curriculum and Assessment Authority for Wales
(ACCAC) website at http://www.accac.org.uk/
Other useful policies

NASEN has embarked on a programme of formulating and publishing policies which will make a public statement
about objectives and good practice in the world of special educational needs. This is an area of their activity which
is continuing to develop with the final products providing thorough and useful documentation. Those particularly
related to this subject area are:
NASEN – Inclusion Policy http://www.nasen.org.uk/policy/09/ An updated version of the Inclusion Policy is currently being
reviewed with a new version being available by December 2002.

NASEN – Curriculum Access http://www.nasen.org.uk/policy/14/

The ASE policy document Access to Science can be obtained from the ASE.

ASE/NASEN Inclusive Science and Special Educational Needs Joint Statement

This project has provided the opportunity to formulate a Joint Statement that has been reviewed through the committees of
both organisations. This encapsulates the important issues and considerations relating to inclusion in science. In November
2002 the Joint Statement was approved and a full version of the Joint Statement is on this ASE/NASEN CD ROM. This is a
significant outcome from this collaborative project between the ASE and NASEN.

In the Department

When considering development plans within a department it is best to focus on practical aims that are applicable and
achievable in your working environment. Discussing this with your colleagues may provide the opportunity for you to reflect on
the issues and consider what you feel should be addressed. Again, it is an opportunity to speak with the school’s SENCO, ask
for their ideas and incorporate their expertise. If you are in a mainstream environment, it may be interesting to speak with a
local special school to ‘compare notes’ and bring together your own expertise. The ISSEN email discussion group could
provide the opportunity to share thoughts or approaches between schools. (Email adrianfenton@ase.org.uk for more
information on the ISSEN discussion group).

Documentation and Guidance

ASE/NASEN CD ROM 2002