SEN2007: an ISC Conference

Tuesday 6th November 2007, Hotel Russell, Bloomsbury, London

View a PDF of the printed conference programme which accompanied SEN2007.

Conference Summary
Laura Hooper, ISC's Senior Information Officer, summarises the content of SEN2007:

SEN2007, held on 6th November 2007, was opened by Sam Freedman, Research Director for Education at the think tank Policy Exchange and former Head of Research at ISC, in a session titled How Children Learn: New ISC Research. After carrying out a meta-literature review of all current studies into cognitive development in school-age children, Sam found that a significant number of studies have been commissioned, but it is yet undetermined as to how to translate the findings into practical classroom methods. He noted that neuroscience could transform education if scientists actively listened to teachers. Sam mentioned several 'neuro myths', centering on the 1970s split-brain concept being actively damaging to our understanding of how the brain works. He discussed the idea that adaptive teaching styles may be a self-fulfilling prophecy, and highlighted the less than helpful pseudo-science behind Brain Gym. Sam concluded by saying that the advances in neuroscience have led to greater understanding of the brain; however this has not yet offered practical solutions for teachers, and stressed the importance of scientific credentials backing innovative techniques.

Next up was Gemma White, a barrister at Blackstone Chambers, in a session titled Lessons from SENDisT. Gemma discussed her experiences appearing before a SENDisT tribunal, as part of IPSE, in order to disseminate good practice for helping parents facing a tribunal. She spoke about the appeals process for statements, including information on the content of statements and on what to do when a LA refuses a statement. She stressed the importance of helping the parent focus the evidence for the appeal according to the areas the tribunal will look at, such as the progress being made (or not) by the child, and highlighted section 324 of the Education Act, which list the duties parents go to SENDisT to enforce. Gemma described the process of the tribunal, the most appropriate person to attend the tribunal, and suggested a ‘backwards' approach to evidence collection, so as to focus on how the parents' named school provides for the child's needs better than the maintained school.

Delegates heard next from author and internationally renowned speaker Dr Steve Chinn, author of The Trouble With Maths and a former Principal of Mark College, in a session titled Dyscalculia and barriers to learning Maths. Steve described dyscalculia as a multi-dimensional problem, with an uncertain path and therefore no single solution. He asserted that it must be looked at as part of a bigger picture, combining the learner, teacher, and subject. Steve loosely defined dyscalculia as affecting the ability to acquire mathematical skills, and detailed the methods of recognition. He mentioned the confusing nature of Maths as a changing subject, based on speed. The main factors he focused on were: perservation of counting strategies; recall of basic facts; speed; word problems and problem solving. He looked into how teachers identify maths weaknesses, including classroom acquired dyscalculia owing to incorrectly assigned teaching methods, as well as what is needed to succeed at maths. He discussed the way we think (as opposed to how we learn) with regard to different types of dyscalculia, such as poor short term memory, or lack of documentation, as well as discussing the structure of learning, and useful strategies so that we can work out how a child learns, what they need to know, and adapt the teaching style to fit.

The last session before lunch was titled Autistic Spectrum: Practical educational models and modern approaches to education delivery. This session platformed two speakers - Dr Francesca Happe, Reader in Cognitive Neuroscience at the Institute of Psychiatry, KCL, and Alice Stobart, Education Outreach Coordinator at the National Autistic Society. Francesca laid out the background facts on the autistic spectrum and discussed information gleaned from research into ASD. She talked about what research has told us about how those with autism see and make sense of, the world, and highlighted that autistic spectrum disorders affect perhaps as many as 1 in 100 people. She pointed out that the sudden surge in ASD is actually an illusion created by better diagnosis, broadening the definition, and heightened awareness. She explained that ASD is a biological disorder, but it is based on behaviour, with defining characteristics such as repetitive or inappropriate behaviour. She noted that many cases are accompanied by intellectual impairment, and she listed several obstacles to learning, explaining the completely different way that pupils with an autistic spectrum disorder learn compared with 'neurotypicals'. Alice spoke about practical educational models, explaining how schools can cater effectively for autistic spectrum pupils. She detailed the methods for identification, assessment, preparation (for a new pupil), and how to put these into practice. She discussed the National Autism Plan for Children (diagnosis, prognosis, available support), the SEN Code of Practice, and the Good practice guide; explaining what assessment involves and its relevance for practical educational solutions. She looked into the necessary resources for a whole school approach, including training, strategies for behaviour management, as well as the importance of fostering tolerance and understanding in both staff and pupils.

After lunch, delegates heard from Diane Montgomery, Emeritus Professor of Education at Middlesex University, and Ken Bore, Project Director for the Gifted and Talented Thematic Networks Project and Director of Education and CHildren's Services at Mouchel Parkman. The session was titled Gifted & Talented and Dual Exceptionality: Strategies for reducing underachievement. Diane discussed the basic characteristics of DE and strategies for identification. She explained the difference between pupils who are G&T but have an additional SEN, those with physical difficulties that may hide G&T, as well as pupils with Asperger Syndrome, and noted several common problems faced in identification and the creation of successful classroom strategies. She talked about RHINOs (Really Here In Name Only) and listed various dyslexia programmes and discussed their success. Ken then stimulated ideas and provoked thought about G&T. He emphasised the individuality of each pupil, and highlighted the fact that G&T is often a hidden group which escapes our attention, despite around 5-10% of those in the G&T bracket having DE, stressing that we must ensure that their needs are met. He mentioned the 3 stages of recognition: either G&T or SEN recognised, or both unrecognised, and stressed that it is important to focus on the G&T aspect as well as the SEN. He also discussed good practice principles, such as tailoring education to individual's needs, listening to pupils, and maintaining the link with parents.

The final session, Brain Science: From cognitive principles to practical solutions, was then presented by Professor Usah Goswami, Professor of Education and Director of the School of Neuroscience in Education at the University of Cambridge. Usha discussed the brain basis of developmental dyslexia, using statistics on word representations, from infancy to adulthood, and shared her current study. As Jonathan Shephard, ISC's Chief Executive, said: "Usha Goswami is at the cutting edge of psychological research and it was a fascinating shared exploration to hear of initiatives at the frontiers of knowledge." Usha talked in depth about the speech processing skills that affect learning, and specifically about rhythmic patterns, asserting that sensitivity to speech rhythm affects phonological awareness.

SEN2007 was strongly supported by 5 sponsors and by more than 20 exhibitors.

Laura Hooper

Speaker Papers and Presentations
Where we have obtained permission from the relevant speaker/s, presentations/papers are available below. Please be aware that some PowerPoint presentations are large in size and may take a few minutes to download. To access full PowerPoint functionality, it is better to choose the 'save' option and save the presentation to your desktop, rather than open the document directly from the link. You will be asked whether you want to 'save' or 'open' the file as soon as you click on a presentation below.

SESSION	PAPER/PRESENTATION
Lessons from SENDisT	SPEAKER HANDOUT (PDF document) from Gemma White, Barrister, Blackstone Chambers
Dyscalculia and barriers to learning Maths	SPEAKER HANDOUT (PDF Document) from Dr Steve Chinn, Author, "The Trouble with Maths"
Autistic Spectrum: practical educational models and modern approaches to education delivery	SPEAKER PRESENTATION (MS PPT Presentation) from Dr Francesca Happé, Reader in Cognitive Neuroscience, Institute of Psychiatry, KCL
Autistic Spectrum: practical educational models and modern approaches to education delivery	SPEAKER PRESENTATION (MS PPT Presentation) from Alice Stobart, Education Outreach Coordinator, National Autistic Society
Gifted & Talented and Dual Exceptionality: Strategies for reducing underachievement	SPEAKER PRESENTATION (MS PPT Presentation) from Professor Diane Montgomery, Emeritus Professor of Education, Middlesex University
Gifted & Talented and Dual Exceptionality: Strategies for reducing underachievement	HANDOUT 1 (PDF Document) from Professor Diane Montgomery, Emeritus Professor of Education, Middlesex University
Gifted & Talented and Dual Exceptionality: Strategies for reducing underachievement	HANDOUT 2 (PDF Document) from Professor Diane Montgomery, Emeritus Professor of Education, Middlesex University
Gifted & Talented and Dual Exceptionality: Strategies for reducing underachievement	HANDOUT 3 (PDF Document) from Professor Diane Montgomery, Emeritus Professor of Education, Middlesex University
Gifted & Talented and Dual Exceptionality: Strategies for reducing underachievement	SPEAKER PRESENTATION (MS PPT Presentation) from Ken Bore, Project Director, Gifted & Talented Thematic Networks project; Director, Education & Children's Services, Mouchel Parkman
Brain science: From cognitive principles to practical solutions	SPEAKER PRESENTATION (PDF Document) from Professor Usha Goswami, Professor of Education & Director, School of Neuroscience in Education, University of Cambridge