Abstract
Evidence is considered about how teachers, coaches and tutors have developed their own and learners’ neuroplasticity and are now in a position to research and evidence their own success in those terms. Professional problem-solving in education settings is considered and the feasibility and benefits of different teaching approaches and perspectives, teacher autonomy and collaborative research. This includes insights gained by teachers doing their own psychological research into their work and problems faced in managing and improving teaching. Links to these evidence the text throughout. Teachers, learners and parents own opinions and perspectives are considered in order to open up a debate about advancing understanding in education. There is a consideration of how student well-being has been affected by ‘every child matters’ legislation, parental perspectives and involvement and the teaching assessment of all kinds of children to achieve their personal best. Relevant and current backup data references are included in the reference list for topics discussed in this chapter.
Special thanks to Kirsty Henderson for ‘How it feels to be a new parent of an autistic child’ (2020) Twitter, 23 July 2020, 20 tweets, 5 min read.
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Notes
- 1.
Daniel Martínez, Lara & Rafa Cano Méndez 2018 An animated film “Alike: In a busy life, Copi is a father who tries to teach the right way to his son, Paste. But… what is the correct path?” La Fiesta, Poducciones Cinematigraficas, S. A. https://www.youtube.com/watch?v=kQjtK32mGJQ&feature=youtu.be. Accessed 31/01/2021.
- 2.
Sue Cowley ‘Life in the sandpit’ 17 January 2018 https://suecowley.wordpress.com/2018/01/17/life-in-the-sandpit/. Accessed 24/05/2018.
- 3.
M. Suzanne Zeedyk (2006) ‘From intersubjectivity to subjectivity: the transformative roles of emotional intimacy and imitation’ Research Article, Infant and Child Development Journal: Wiley. https://onlinelibrary.wiley.com/doi/abs/10.1002/icd.457. Accessed 08/02/2019.
- 4.
Pam Jarvis, Senior Lecturer, Department of Children, Young People and Families, Leeds Trinity University ‘It’s against human nature to send two-year-olds to school’ 10 February 2015 https://theconversation.com/its-against-human-nature-to-send-two-year-olds-to-school-37180. Accessed 03/06/2018.
- 5.
‘The Reggio Emilia approach to early years education’ https://www.daynurseries.co.uk/advice/the-reggio-emilia-approach-to-early-years-education/. Accessed 30/01/2021.
- 6.
Nick Corston @nickcorston ‘We are all Artists’ – A Wag Film about STEAM Co. www.steamco.org.uk Video- https://youtu.be/etuYGxomHWg. Accessed 10/03/2021.
- 7.
SEND Education Acronyms
- SEND:
-
Special Educational Needs & Disability
- ADD:
-
Attention Deficit Disorder
- ADHD:
-
Attention Deficit Hyperactivity Disorder
- ASD:
-
Autism Spectrum Disorders
- AST:
-
Advanced Skills Teacher
- AT:
-
Attainment Target (in National Curriculum)
- BAC:
-
Behaviour and Attendance Collaborative
- BESD:
-
Behavioural, Emotional and Social Difficulty
- BSL:
-
British Sign Language
- BSP:
-
Behaviour Support Plan
- BSS:
-
Behaviour Support Service
- CAT:
-
Cognitive Ability Test
- CL:
-
Curriculum Leader
- CPD:
-
Continuing Professional Development
- DCPO:
-
Designated Child Protection Officer
General Education Acronyms
- BSA:
-
Basic Skills Agency
- DBS:
-
Disclosure Barring Service
- DfE:
-
Department for Education
- EAL:
-
English as an Additional Language
- EDU:
-
Education Development Unit
https://www.athona.com/education/send/information/send-education-acronyms/. Accessed 11/02/2021.
- 8.
Charles Sabel, AnnaLee Saxenian, Reijo Miettinen, Peer Hull Kristensen, and Jarkko Hautamäki. ‘Individualized Service Provision in the New Welfare State: Lessons from Special Education in Finland’ October 2011 Sitra Report Prepared for SITRA and Ministry of Employment and the Economy, 62
Sitra Studies, the Finnish Innovation Fund: Helsinki 2011 Finland ISSN 1796–7112 ISBN 978–951–563-824-3. https://www.sitra.fi/en/. Accessed 09/02/2021.
- 9.
Elly Chapple ‘Concentrating to hear….#FlipTheNarrative’ 3 March 2020. https://candoella.com/concentrating-to-hear-flipthenarrative/. Accessed 11/02/2021
- 10.
Elly Chapple ‘Diversity is the key to our survival: The Shoeness of a Shoe’ TEDxNorwichED 26 August 2019 https://www.youtube.com/watch?time_continue=6&v=DXBdiGUQ8Lw Accessed 27/08/2019
- 11.
Elly Chapple ‘The Deafblind world: The ‘Shoeness’ of a Shoe’ 8 February 2019. https://specialneedsjungle.com/the-deafblind-world-the-shoeness-of-a-shoe/ Accessed 08/02/2019
- 12.
Barbara Miles ‘The Importance of Hands & Touch for Children who are Deafblind’ The Perkins School for the Blind, Massachusetts USA https://www.perkins.org. Accessed 08/02/2019.
- 13.
‘How it feels to be a new parent of an autistic child’ by Kirsty Henderson on Twitter 23 July 2020, 20 tweets, 5 min read https://threadreaderapp.com/thread/1286399737332146176.html Accessed 30/07/2020
I’ve read some negative comments regarding the parents of autistic children lately. As a parent of an autistic child & many others who advocate and do everything humanly possible for theirs here, can I explain in a thread what it is like to be a parent from the start?
-
1/ You have a beautiful baby who misses all their milestones. You spend months thinking you are a terrible parent and that everything is your fault. Dreading taking them to checks in case the health visitor thinks you are as awful of a parent as you feel.
-
2/ They don’t laugh, smile, look at you, mumble the words mummy, want to eat, cuddle, be touched or engage in play with you. You genuinely start to think your own child doesn’t like you very much.
-
3/ So you take them to the GP. They do a referral it’s comes back as not enough evidence…this will happen over and over again. In the meantime you are left to deal with the unknown and following your own thoughts that your child may be autistic while also thinking you are crazy.
-
4/ You send them to pre-school and hope that socialising with the other children will help. It doesn’t. It’s awful. You are called to collect them early every day to arrive to a screaming distraught child who have 9/10 injured themselves in their distress.
-
5/ Still no help from anywhere so you become desperate and find a private autism pre-school and pay £15 a hour to send them there not knowing if they are even autistic because NO ONE will have the conversation with parents about this or say the word autism but will drop a hint…
-
6/ Finally you get to the diagnosis appointment. After hearing and eye tests, SALT and everything in between. My son luckily had only just turned 3 but others will fight and fight for years for a diagnosis for their child which causes so much emotional distress.
-
7/ We attend endless parenting courses aimed at parents who have children with SEND. Fitting these in while working/caring/in education/running a family and a home. You read every book on autism and research online for hours.
-
8/ Every single time you go out someone will make a comment or stare. It can takes months to feel brave enough to use the disabled badge or disabled toilet.
-
9/ Your relationship with everyone around you breaks down, with your partner, your friends, your family no one understands, you have no one to talk to and you are left isolated.
-
10/Then we hit education. Reduced timetables, meltdowns, trashed classrooms and bullying. Receiving phone calls asking you to collect your child and hearing them screaming having a meltdown in the background, you can’t get their fast enough to console them.
-
11/ EHCPs & ILPs. The paperwork and hours spent fighting for these are gruelling. Reading what your child cannot do. How they are 4 but working at 6-12 m & how much help they need when all you want to do is scream how amazing they are & how they know every dinosaur name.
-
12/ You can’t go anywhere, do anything. We watch them go through so much finding their way in this busy, loud, sensory overloading world and it’s hard to see. We just want to wrap them in cotton wool forever.
-
13/ Some of our children do not have a voice yet, so we use ours for them. It doesn’t mean we are speaking for them but as parents we are pretty good at being in tune with them and knowing what is best…They can literally mumble ‘Nsjdjdnbdjsnd!’ and we know they want a cracker.
-
14/ We spend hours in therapy with them, appointments and endless meetings. We wake up at the crack of dawn to take them to SEN activities to ensure they have some fun, because obviously businesses can only offer autism sessions at 8.30 am on a Sunday morning.
-
15/ Parents of autistic children are at higher risk of suffering from PTSD, anxiety and depression.
-
16/ We truly want what’s best for them. Maybe we will use the wrong wording & make mistakes sometimes but we are learning too. Take people at their intent & ours is for them to grow up in a world with better understanding and not to face the difficulties we have seen others face.
-
17/ I can’t speak for other parents. This is just a snippet of my experience thus far. But the parents I have met along the way are some of the most incredible, kindest, knowledgeable people I’ve ever met and who I would turn to before health care professionals for advice.
-
18/ I wrote this to just give you an idea of what goes on in the background and to help give some you a better understanding of us as so many of you give us of you.
-
19/ Thank you for everyone’s lovely comments, DM’s and RT’s, I have read them all! I’m so pleased that so many of you could relate to my thread and it was so well received.
#autism
Personal thoughts:
All children regardless of SEND have different learning styles and abilities. I believe it is crucial to quickly identify the needs of each child and be proactive in providing the correct support. Children with SEND require extra support and encouragement with clear targets and routines. I believe that teachers undertaking placements in special schools and attending SEND-related courses will help to give them a deeper understanding of a child’s needs and their clinical diagnosis. When a child’s needs are not being met it quickly affects their happiness and well-being in turn impacting their education and mental health.
When labelling children in a school setting, it must be done carefully as to not create a divide. With the discretion of the parent and child I believe there are potential benefits to other students knowing a child’s diagnosis. However, to use ‘labels’ freely in front of other students there must first be better understanding and inclusivity within schools, for example, lessons on neurodiversity and disability to avoid bullying and creating an us/them. From a parent perspective I have found that labels have enabled my children to the support they need, although I do believe this should not be the case and a child should receive the appropriate support based on their needs, not diagnosis.
Kirsty Henderson is a mother of two children with additional needs, she is currently undertaking a children’s nursing degree and co-runs a website for SEND-related advice. Her son (four) is autistic, and her daughter (eight) has Attention Deficit Hyperactivity Disorder (ADHD) and Sensory Processing Disorder (SPD) and is on the pathway for an autism diagnosis.
-
- 14.
Attachment Theory: https://www.youtube.com/watch?v=WjOowWxOXCg
- 15.
Sue Gerrard ‘Why parents get the blame’ 14 May 2012. https://whatisautismanyway.wordpress.com/2012/05/14/why-parents-get-the-blame/. Accessed 20/11/2018.
- 16.
Sue Gerrard ‘Policy makers on the brain’ 1 July 2012 https://movingonfrombowlby.wordpress.com/2012/07/01/124/. Accessed 20/11/2018.
- 17.
Jules Daulby ‘40 years on from the Warnock Report and England’s exam system is setting up children with SEND to fail in mainstream schools’ 10 May 2018. https://www.driveryouthtrust.com/40-years-on-from-the-warnock-report-and-englands-exam-system-is-setting-up-children-with-send-to-fail-in-mainstream-schools/. Accessed 14/7/2018.
- 18.
Harmeet Sahota ‘Why I wanted my daughter to underperform in her SAT’s’ February 2021 https://www.curriculumwide.co.uk/blog. Accessed 20/02/2021.
- 19.
David Harkin ‘When Toby turns 18 – My hopes for the future of education’ 5 February 2021 https://fed.education/david-harkin-when-toby-turns-18-my-hopes-for-the-future-of-education/. Accessed 22/02/2021.
- 20.
The Hospitable Wanderer: Educational Meanderings: ‘The roles and qualities of a Waldorf class teacher.’ https://hospitablewanderer.com/2017/12/11/the-roles-and-qualities-of-a-waldorf-class-teacher/. Accessed 08/03/2018.
- 21.
Peter Gray PhD (2011) ‘What Einstein, Twain, & Forty Eight Others Said About School: “I was at the foot of my class.”—Thomas Edison’ https://www.psychologytoday.com/gb/blog/freedom-learn/201107/what-einstein-twain-forty-eight-others-said-about-school. Accessed 10/03/2021.
- 22.
Stephen Shore (2020) ‘In Greta, A Moment – And A Champion – For Autism’ 24/04/2020 https://www.innovateli.com/in-greta-a-moment-and-a-champion-for-autism/. Accessed 21/02/2021.
- 23.
Independent report Lord Laming ‘The Victoria Climbie Inquiry Report’ (2003) https://www.gov.uk/government/publications/the-victoria-climbie-inquiry-report-of-an-inquiry-by-lord-laming. Accessed 28/02/2021.
- 24.
Annie Woods ‘Every Child Matters: This policy strategy is a shared programme of change to improve outcomes for all children and young people resulting from the Laming Report (2003) into the murder of Victoria Climbié’ Quick Reference Overview http://www.everychildmatters.gov.uk/aims/ Explains the strategy and planned outcomes. https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095802724. Accessed 28/02/2021.
- 25.
The Warnock Report (1978) ‘Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People’ London: Her Majesty’s Stationery. Scotland.http://www.educationengland.org.uk/documents/warnock/warnock1978.html. Accessed 03/03/2021.
- 26.
Headteacher Update Article (2013) ‘What does the Equality Act mean for schools?’ https://www.headteacher-update.com/best-practice-article/what-does-the-equality-act-mean-for-schools/66681/. Accessed 03/03/2021.
- 27.
Jules Daulby ‘40 years on from the Warnock Report and England’s exam system is setting up children with SEND to fail in mainstream schools’ 10 May 2018. https://www.driveryouthtrust.com/40-years-on-from-the-warnock-report-and-englands-exam-system-is-setting-up-children-with-send-to-fail-in-mainstream-schools/. Accessed 14/7/2018
- 28.
Nicole Dempsey, Assistant Principal Dixons Trinity Academy, UK ‘Equality, Inclusion & education, equality, equity, inclusion, schools, SEN, SENCo, SEND, teaching’ 5 September 2020 https://inco14.wordpress.com/2020/09/05/grassroots-inclusion/. Accessed 24/02/2021.
- 29.
Rachel Lofthouse talks to Mark Bocker FCCT (2019) ‘Coaching, Mentoring – what’s the difference? Rachel Lofthouse explains’ Podcast. https://pivotaleducation.com/coaching-mentoring-whats-the-difference-rachel-lofthouse-explains-pp247/. Accessed 30/01/2020.
- 30.
Appropriately applied, I found the following principles helpful to keep in mind when mentoring and/or coaching and evaluating:
-
Maintaining an open mind—being willing to learn from participants’ contributions whatever they are, even when the meaning is not immediately obvious.
-
Giving space and listening to thoughts developing as they are expressed.
-
Not feeling I had to understand everything.
-
Suppressing my own urge to share at length (a danger when mentees are sympathetic listeners).
-
Relinquishing ‘control’ of the discussion.
-
Introducing a topic only as appropriate to the mentee.
-
Backing off when my own avenue of thought was not considered relevant by the mentee.
-
Constructive self-criticism can be supported through mentoring, by acceptance of self-criticism and by pointing out positives.
-
Teachers’ reflecting on pupil experience improve their own perspectives about their teaching approaches, planning and assessment.
-
Sharing one’s own emotional problems and fallibility to empathic, trusted colleagues, tends to increases empathy and understanding for pupils, helping to prevent hasty judgements and stereotyping.
-
The researcher sharing notes, checking out conclusions with the mentee, and accepting amendments and corrections promotes authenticity and increases the data quality.
Hawkins, J. A. (2017) Feelings and Emotion-Based Learning; A New Theory New York: Palgrave Macmillan (Chapter 7).
-
- 31.
The VITAE Report (2006) Christopher Day [1], Gordon Stobart [2], Pam Sammons [1], Alison Kington [1], Qing Gu [1], Rebecca Smees [2] and Tamjid Mujtaba [2] ‘The VITAE Project Report Variations in Teachers’ Work, Lives and Effectiveness’ [1] School of Education, University of Nottingham [2] London Institute of Education Nottingham © Crown Copyright 2006 ISBN 184478 728 1 DfES Publications www.dfespublications.gov.uk. Accessed 10/06/2018.
- 32.
Daniel Muijs (2020) ‘Cognition, learning and educational-research’ https://impact.chartered.college/article/cognition-learning-educational-research/. Accessed 06/02/2020.
- 33.
Cat Scutt and Sarah Harrison (eds) Chartered College of Teaching Report (2019) ‘Teacher CPD: International trends, opportunities and challenges’ https://chartered.college/publications/. Accessed 04/03/2021.
- 34.
SchoolRubric (2021) ‘The Sunlight Through the Rain (What’s Your School Story?): A tribute to some of these educators and messages of hope that have inspired us’ https://www.youtube.com/watch?v=dXlnX7fv8PY. Accessed 09/03/2021.
- 35.
Stephanie Giles; Neil Hawkes (2021) ‘What is Values-based Education? Does it work? Stephanie Giles speaks out’ https://neilhawkes.org/tenets-of-vbe/. Accessed 10/03/2021.
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Hawkins, J.A. (2021). Teaching and Learning Processes, Equality and Collaboration. In: Brain Plasticity and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83530-9_5
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