I am always pleased when children with SEN come up as a topic for discussion as it did yesterday following Quirky Teacher’s post on segregation. I am still waiting for the day, though, when I hear from a teacher who says in exultant tones that teaching children with learning difficulties has made them a better teacher. Until then I steel myself for deficit narratives, sometimes overt, sometimes implied. This decifit model is fed, in part, by the process of assessment for statements of special educational needs as was (now the Education, Health & Care Plan (EHCP)) which lists, sometimes in great detail, everything that the child finds difficult. I have often wondered what my own EHCP would look like – it would make depressing reading for sure.
This deficit narrative, these proxies for SEN, arise time and again. The two main ones I see are:
These children are an unacceptable…
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