Hot Seat Discussion: Portfolio Building

lack of information

Posted by Christiana Kefala at Nov 06, 2008 11:26 AM

Hi. I was just lookng through the portfolio building ppt and i had some questions. It seems that things in greece are not as organised and nicely laid down as they are in England. There is a huge lack of information and I am finding it especially difficult provided that I work in an international rather than a greek school. So I was wondering whether i should research the policy in the uk and then try to make the necessary comnparisons with Greece (if that is possible) and maybe the comparison to yhe international school in Greece. So basically, what and how do i evaluate the setting i work in against?

International schools

Posted by rgreen2 at Nov 08, 2008 02:06 PM

Dear Christiana, I think it would be really interestng to compare your international school with a Greek school. However if you are intending to work in the UK at any time in the future then it might be useful to you to compare the Enlish school system and recent policies. You must make it relevant to your needs and also remember to keep in mind the time scalse and what is manageable for you. These are short tasks and not meant to be a dissertation. Kepp it achievable. Hope this helps. Ruth

international school

Posted by Christiana Kefala at Nov 10, 2008 02:31 PM

Hi Ruth. Thanx very much for this, it really helped, I guess that given my time restrictions i might try to compare the school's policy with UK one. Thanx again,
christiana

need information

Posted by Jacqueline Schembri at Nov 06, 2008 03:07 PM

Hi Christiana. I have a similar problem to yours. Here in Malta we have a SEN policy but not a specific policy about SpLD. I also would like to know whether I can compare the UK policy with that of my country. In England also there are the Ofsted reports which are very informative but we do not have like these reports. Can I still use these reports as an evidence to some of my professional development needs ?

Accessing the powerpoint

Posted by Rachel Robinson at Nov 06, 2008 04:04 PM

How have you both accessed the powerpoint? I have clicked on the hyperlinked powerpoint but get nothing at all. I have ppt on the this machine so don't think it is this computer although I will try on another one in aminute. Was looking forward to reading this though as its what I have been needing!

The powerpoint

Posted by Diena Murshed at Nov 06, 2008 04:52 PM

You go into research materials and then you will see a tab portfolio building click onto it and you will have the powerpoint. Hope that helps.

Powerpoint

Posted by Diena Murshed at Nov 06, 2008 05:00 PM

Just look to your left handside there are many tabs just click onto portfolio building, it is underneath research materials.

Powerpoint

Posted by Rachel Robinson at Nov 06, 2008 06:49 PM

Thanks! I hadn't thought to look there. I will read through it now and come back to let you know what I think.

Just when you think its OK

Posted by Ian at Nov 07, 2008 02:02 PM

Have spotted the problem with the link and now corrrected it. The POWER POINT should now work from this page. The link was wrong. Oops must test it before I publish this. Thanks to dina, rachel etc for working round it effcetively and collaboartively. They found another way being avid readers of all our material! Good luck.

PS I shall leave ruth to answer all the programme/module based questions but sounds like comparative work would be good.

Ofsted Reports

Posted by rgreen2 at Nov 08, 2008 02:09 PM

Dear Jacqueline, Your starting point is the current context in which you are working and it will be really interesting for us to hear about that but it would be good for your professional development to explore further afield. What has happened in the way of policy and rpactice in the UK that you would like to see transfer across to your setting. What would be your subsequesnt training needs. Ruth

This is what i am doing

Posted by joyce at Nov 06, 2008 06:03 PM

I work in International school in Norway. I have already started interviewing the learning support techers and the councellors here at school. I am going to interview my Director next to find out whether our school is following the Norwegian policies or not and so on.... I am also planning to go to a Norwegian school and interview some people. My principal gave me some websites to check the Norwegian policies. Although most of it in Norwegian I found some useful sites in English. I also went to the University library and borrowed some English books. Hope this is being useful to you. Where can learn more about "Best practice"

'Best Practice"

Posted by Ian at Nov 08, 2008 01:47 PM

Have you done a library catalogue search? The mdx catalogue is at http://library.mdx.ac.uk/

You can of course talk to experts and experienced people

Hello Norway!

Posted by rgreen2 at Nov 08, 2008 02:14 PM

This sounds a very solid and well thought out approach and a good model for comparative work. best practice is enshrined ina lot of the UK government docs such as 'Every Child Matters' but for a more critical look at this you need to read and consider a wide range of theory. You could start with the other Dicussion I have put up which asks you to read 2 texts on the subject of Inclusive planning. Glad you are feeling on track now. Ruth

Portfolio Building

Posted by Emma Rose Pobjoy at Nov 06, 2008 08:42 PM

I was feeling rather worried however i have found the power point very useful! I'm finding that i am gathering a lot of information from various sources and making lots of notes here and there but I'm finding it challenging to convert the information i am finding into the tasks. So far i have really enjoyed the journal and found it a really useful tool to order my thoughts and evaluate ideas...i hope i am right in thinking this is meant to be quite a personal account that records what you have been doing and your thoughts and future ideas?

Portfolio building

Posted by Rachel Robinson at Nov 06, 2008 09:19 PM

I have to agree - the powerpoint was incredibly useful - I just wish I had seen it earlier as it has really helped me to clarify my ideas and given me some focus as to what I need to do structurally.

I think you're right Emma in that the journal is quite a personal reflective piece. Appendices etc are where we can include the tasks as 'evidence' of what we have been doing (ie the tasks).

One query I do have is about the mode of submission - will the final sumbission be online or in a paper version? I only ask this because I am thinking about some of the policy extracts I have highlighted and annotated as a paper version - things that I would like to include in my portfolio but that obviously cannot easily be submitted online.

From the Director on Practitioner Research

Posted by Ian at Nov 08, 2008 01:45 PM

Ruth will answer the detail here. I have just seen your comments and can say from a general point of view. Your journal does tend towrads the personal expereinces, impotant incidents, a log of observations etc. However you should alos bare in mind the MA level criteria (in your module guide) which asks you to show in depth knowledge (of literature/policy etc) , critically analyse and evaluate, show sholarship (ie observation, reflection, practice, practitioner research), develop new prspectives on theory and practice

So yes personal but keep the end product in mind.

Your journal should be a document that later you should re analyse to see what it reveals in terms of your theory of action. (http://www.infed.org/thinkers/argyris.htm) and (http://tip.psychology.org/argyris.html)

No more worrying!

Posted by rgreen2 at Nov 08, 2008 02:18 PM

Dear Emma, I'm so glad that you are feeling more confident now and that the power point has been helpful in that respect. Sorry for hiccups in opening it up. The journal should be a personal reflection and its gret that you are also using it as a planning document and an evaluative tool. Keep in mind the level 4 criteria when yu come to convert these thoughts into the tasks. Critique rather than merely describe. Synthesise your ideas into a coherent form.
Ruth

Emma Rose

Posted by marion craven at Nov 09, 2008 07:26 PM

HI Emma, I was feeling very much like you but thanks to speaking to Ruth I found a way forward. I did a back to front approach and considered my grid first. What were the main areas of inclusive education and SEN down one side and then what reports have influenced them across the other - this enabled me to focus on what was important. I also read the introduction of 'Inclusive education : Learners and learning Contexts' (on book list) which helped me to sort out inclusive education. I then went back to the theory for the emphasis. This seems to have worked for me.
Can I ask a question - you refer to a journal, what is this?
Marion

Marion-Journal

Posted by Emma Rose Pobjoy at Nov 12, 2008 09:48 PM

Hi Marion sorry for the delay in reply it has been a busy busy week. As I am understanding it the journal is a reflective account made up of notes, photos, observations ect that can support you as you go through the module. There is information on it in one of the handbooks when i have more time i shall double check which one. There is also reference to it in this discussion.
I hope this helps!

paper document

Posted by joyce at Nov 07, 2008 07:10 PM

Rachel can't you scan and send it online? Just a thought..

paper document

Posted by Rachel Robinson at Nov 07, 2008 07:57 PM

Yes, this is what I will have to do if the whole submission online. Thinking ahead however, I can see that a lot of the appendices are likely to be things such as annotated plans and notes etc. Text doesn't tend to always scan that well which is why I was trying to think and plan ahead :)

Submission

Posted by rgreen2 at Nov 08, 2008 02:22 PM

Dear Rachel, I would ideally like to have all of the work in on - line folders as you can imagine how large these portfolios might get in hard copy form. Also the cost of postage for hard copies will be high and the risk of them getting lost in the post - especially for overseas students. Scanning in would be great if you can organise this. Ruth

submission

Posted by Rachel Robinson at Nov 08, 2008 03:31 PM

Yes, I can see the reasoning behind it - particularly as you say for the overseas students.
It just seems a lot more work than is necessary for several elements of the portfolio, but I am sure I will soon adapt to this way of doing things.

Folders.

Posted by rgreen2 at Nov 19, 2008 03:29 PM

You could keep a separate folder of such things as annotated work and produce a commentary on it for the mainfolder. It would serve perhaps as a sort of appendix. We could explore this idea further during the year. Ruth

Yemen

Posted by Diena Murshed at Nov 08, 2008 06:36 PM

Yemen is at the beginning of its inclusion policies, but the current trend is that the government plans to implement it by 2015. The Ministry of Education is working in collaboration with International NGO's(Save the Children) and The Social Fund for Development (SFD) to make inclusion a reality. I have come across two papers from the SFD and Save the Children, on inclusion. One of the outcomes of these papers is a pilot programme to develop 10 inclusive schools. On the whole finding on these pilot programmes indicate them to be successful e.g. in one school (in the Abyan Province) children with Down Syndrome have been successfully integrated into a primary school. In the Ibb province 200 children have been integrated into a mainstream school that has 2000 students. It appears that these two papers are guidelines for inclusion for Yemen – they may also be the basis for a strategy document, but I am yet to confirm that the Ministry of Education has a strategy. I will have to meet with the Ministry of Education later on in this month.

Notwithstanding the lack of a strategy document, I will use the 2 documents mentioned above to measure the pilot programmes and identify progress or lack of it. I will do this from the point of view of The Autism Centre (are SEN centres included in the inclusion policy design?). I also think I need to examine one of the pilot schools. Am I on the right track?

Yemen - policy and practice

Posted by rgreen2 at Nov 19, 2008 03:38 PM

Dear Diena, You have gone to the top! I like it, an interview with a minister! It would be great to look at these two policies and also consider what is currently happening in your school for pupils who are struggling to cope with the curriculum currently on offer. Is there differentiated work etc. You could use the model of the audit. Research what is happening, reflect, pose some questions and take them back again to follow them up. What would be good would be to then pose some of those questions in your interview based in what you have found out.
As you suggest you may also need to consider what is happening in the UK and discuss the elements of that which you might want to be developed as good practice.
Of course use the SEN centres - what have they to teach the mainstream? How could outreach be developed - lots of good comparative opportunities there. certainly explore the pilot school if you have time it will be very interesting. Ruth

Norwegian service catelogue

Posted by joyce at Nov 09, 2008 08:26 AM

I am attaching the website of the National support system which is called "Staped". It contains a pdf file at the bottom. I would like to know whether this is something I can add to my portfolio?
http://www.statped.no/modul[…]id=21546&epslanguage=NO

Link

Posted by rgreen2 at Nov 11, 2008 01:51 PM

That would be a useful link to include in your portfolio. you will need to discuss it briefly. Ruth

Norwegian catalogue

Posted by rgreen2 at Nov 19, 2008 04:06 PM

Dear Joyce, It depends why you are including it. Of course it is good to recommend sites to other students on the web site and essential to acknowledge in your folder the sites that you have accessed and which you must reference.
However if it is in the web site as part of a task then you need to provide a critical commentary on what it contains and why it is a useful resource etc.

I'm going to suggest that you access the English Language and Learning Support Service (ELLS) on OASIS Plus which provides guidance on academic writing. To access it go to the Middlesex University web site
www.mdx.ac.uk/24-7/oasisplus/index.htm#access.
click on the 'English language and learning support' module
Its very helpful.Regards,
Ruth

Pakistan

Posted by Aliya Sibtain at Nov 10, 2008 12:11 PM

Pakistan has no policy for SEN or Inclusion, the previous government had set up a center for special education in 2004 but unfortunalty tht center did not do anything useful for the county, in Pakistan Special Education has a very different approach as it includes children with physical and mental disabilities, there is no approach towards learning difficulties. i was hoping i can use the UK policies and try to plan an implementation plan in Pakistan.

Pakistan

Posted by rgreen2 at Nov 11, 2008 01:53 PM

Dear Aliya, I think that sounds like a very logical way to proceed. There are so many UK poicies that you may want to focus in on a very few. Ruth

Direction

Posted by Catherine Ludlow at Nov 11, 2008 06:04 PM

Think I might be trying to confuse myself! From reading the powerpoint and talking to Headteacher I think I want to go in the direction of whole school approaches to meet the needs of specific groups of pupils including those with Autism Spectrum Conditions, ADHD and Dyslexia. Is it ok to look at policy (national, local and school) compared to practice? Hope that makes sense.
Catherine

Policy to practice - national to local

Posted by rgreen2 at Nov 19, 2008 04:16 PM

Dear Catherine, That makes perfect sense and is exactly what is required.
Decide on the focus - how are those groups included in National agendas such as Every Child matters.
What does guidance look like specifically e.g. Autism - Good Practice Guidance. What has you authority provided?
What is your school doing to ensure that this good practice guidance is in place. E.g. I was in a really good secondary school yesteday where there was an Asperger group run bt a trained psychotherapist to work on interaction skills on a weekly basis. Also really good attention to detail about each individual child's particular needs in terms of sensitivities and learning approaches. Great transition work - getting to know what upsets these chilren and/ or makes it work for them BEFORE they set foot in the door. I could see the difference this was making in a big environment for those children and would have made a really good study. Then useit in a comparative study for instance of a Primary school. Comment, discuss, reflect, analyse, come up with more questions etc.
Ruth

Breathing

Posted by Jessica Jacob at Nov 12, 2008 04:39 PM

Dear Ruth,
Thanks for the power point. I am still in the breath deeply mode. A bit nervous about the CRB not coming through and I still have no school to work in. Again, Breath deeply. Ok, I'm Ok. Just need to hear from you. What am I to do. I'm reading the resources. I have spoken to my step daughter who is student teaching at an all inclusive school in Boston. It sounds like they are doing awesome things. They are quite progressive. I have the school principal's information and was thinking of interviewing him for now and add this to my research. What do you think? all the best, Jessica

Interview

Posted by rgreen2 at Nov 19, 2008 04:21 PM

Dear Jessica, That is perfect. You need to be inventive while you are waiting to get in a school and that is a great way forward. Certain states in the US are way ahead of the UK in terms of Inclusive practice - how exciting to find out what and how! Frame some questions and go from there. You could then ask the same set of questions of a school here. Sound interesting and more importantly a starting point for you! Once you start it gets easier and much less daunting.
Ruth

SEN inclusive

Posted by joyce at Nov 12, 2008 09:46 PM

Dear Ruth,
Could you please let me know whether the ESL and physically handicapped children are also come under the category of SEN children.

SEN

Posted by rgreen2 at Nov 19, 2008 04:25 PM

As you are aware pupils with physical and medical needs may not have any learning needs that differ from other pupils but they can be included in the category of SEN as adaptations may need to be made to the environment to make inclusion possible. Therefore they may have additional needs in an educational setting. Ruth

Ruth-ECAT

Posted by Emma Rose Pobjoy at Nov 12, 2008 09:56 PM

Hello Ruth

I have just spent a very interesting day at the ECAT (Every child a Talker) training in Peterborough. Have you heard of this new strategy? My day was very motivational and my school has asked me to be the lead practitioner for the strategy. Part of the role of the lead practitioner will be to conduct an audit and improve current provision for children in our practice with speech and language needs. Would I be able to use my findings from this strategy to inform my MA work for unit 1: Auidit and Analysis as i feel they are both suggesting work along the same lines!

Many Thanks
Emma Pobjoy

ECAT

Posted by rgreen2 at Nov 19, 2008 04:27 PM

Excellent idea. I'm going on the training very soon so would be very interested in hearing more from you. As you say the approach of audit and analysis fit well together. All best, Ruth

ECAT

Posted by rgreen2 at Nov 19, 2008 05:12 PM

I meant the ECAT format marries well with our audit and analysis approach. Ruth

ECAT

Posted by Emma Rose Pobjoy at Nov 28, 2008 07:27 PM

Name: Emma Rose Pobjoy
Module Number: PDT 4071
Chosen Pathway: MA Inclusive Education SEN

Hi Ruth
I've just had my second meeting re the ECAT strategy. Its an exciting strategy that i feel very lucky to have such an important role in. The strategy aims to improve CLL 2010 for 0-4 year olds. The focus of this strategy are very well thought out, it will look at creating enabling environments for language, improving staff knowledge though an audit of current practice and the needs of the school and finally in my opinion the key part will be working with parents. The programme is being roled out in selected settings and mine is one of the twenty schools selected from the Luton LEA. Each area has an ELC (Early Language Consaultant) ours is Michael Jones who is very enthusiastic and knowledgable in this subject. Every setting then selects an ELLP (Early Lanaguage Lead Practitioner) which is me. I am really motivated by this role and look forward to taking part in the strategy particularly considering how we can improve the inclusion of parents in their children's learning as i feel this is key to successful inclusion.

Many Thanks
Emma

hi ruth!

Posted by Christiana Kefala at Nov 13, 2008 12:55 PM

Hello again! I am still waiting for my 2 books to come (although i have confirmed that they've already send them out-hooray) and in the meantime here's what I am doing... ok, so i ve written up mostly about what inclusion is on the whole, some studies for and against full inclusion (which was a subject that really troubled me) and I am now at the point where i will try to compare uk policy to greek policy. I am then planning to interview the principal in the school (i ve only recently started) to give me his insight on the school's policy on inclusion. Once I ve done all this, I am thinking of looking at examples of best practice (hopefully my books will be with me by then) as well as best practice where i work. That way i might be able to see what we are lacking or if we are doing something different. Does all this sound logical? To note what we are doing I am keeping a daily journal at school and I am planning to get interviews from my colleagues. Does it sound all greek to you?

portfolio building

Posted by peta griffiths at Nov 14, 2008 11:46 AM

Ruth
late starter to discussion Been interested in lots of content relating to previous discussions. Just wanted to clarify afew things.
I am presuming the structure is quite fluid and that the powerpoint is a guideline and as long the content is clear and containing the sorrect info the structure of everyone's portfolio will be different Is this correct?
Also you have given us a hand in date of Jan 2nd, are we able to get you to look at some of the things we have completed so far so that we can see if we are on the right lines and maybe you could guide us in the right direction if you feel there are areas we need to develop?
Peta Griffiths
Secondary school North London

fluidity

Posted by rgreen2 at Nov 19, 2008 05:17 PM

Dear Peta, You are quite correct. There will be a similiar structure but there is a god deal of fluidty within that.My pp is guidance but what is not negotiable is the level 4 ness of the work. So keep referring to your criteria to see if you are matching up and please do feel free to put some of your work in an email to me if you want an early comment to see if you are on the right lines. Its good at this stage to have that reassurance I know. Regards Ruth

All Greek

Posted by rgreen2 at Nov 19, 2008 04:33 PM

Dear Christiana, It all sounds most logical to me and a very good plan. Don't forget the MA criteria is what we are loking for so if you do keep a journal which is a useful reflective tol also write a commentary on it which helps to analyse what you have found and how your thinking was shaped along the process. This might impact on the questions that you ask your colleagues for example.
Ruth

Norwegian

Posted by joyce at Nov 15, 2008 09:30 AM

Dear Ruth,
I borrowed a book from the library on SEN teaching regulations, procedures and policies, but it is in Norwegian. I am trying to translate some of the facts and add to my portfolio. Is this alright?

Norwegian

Posted by rgreen2 at Nov 21, 2008 05:41 PM

This is great. Well done, it sounds a hard task and more work but should be worthwhile. Ruth

Hi Ruth

Posted by Pamela Diane Charlton at Nov 15, 2008 05:29 PM

The head of my school suggested I visited a British school in Brussels to compare their SEN provision compared to ours. However I was concerned that I do not have the time to do this and report on it to include in unit 1 of the course. I suggested I compare the provision given to the Secondary school students within my current setting with the provision I provide in the Primary school. As I am not currently supporting the older children although I do give advice and support to the secondary school teachers as to how they can support the children. I hoped to interview a secondary member of staff on her job as the reading recovery specialist and report on how she supports the students in and out of the class room. The headteacher feels this would not be the best route.
Help, I don't know what to do!
Look forward to your reply
Pam Charlton

Headteacher

Posted by rgreen2 at Nov 19, 2008 04:38 PM

Dear Pam, I can't advise you on how to deal with your Headteacher but for the purposes of Module 1 tasks what you suggest is fine and manageable within the time scale. The Head may have another agenda whereby he wants to find out another perspective but you must consider what will help you with this MA as well as how to please your Headteacher!
You could suggest that a visit to another country could be part of a bigger project later on in the programme.
It can't be all bad! Some of us would love to be encourage by our managers to leave the country to do some research.
The main thing is getting the balance right for you. All best, Ruth

ethical issues

Posted by Jacqueline Schembri at Nov 16, 2008 08:47 AM

Dear Ruth

Can you give me a suggestion about what ethical procedures should we take for the comparative study (Task 4) please ? I know that we will soon have a discussion about ethical issues but as the holidays are approaching I'm afraid I won't have enough time to complete the task.

Another question on the needs section - do we have to focus on one professional development need only ?

Thanks

Ethical issues

Posted by rgreen2 at Nov 19, 2008 04:42 PM

Dear Jacqueline, There is a link from the handbook on ethical issues that you could read.
main thing - confidentiality. ensure that you have changed names of pupils/ schools/ teachers.
Make a note to tell the reader that this has been done.
Parental permission is another big issue.
Ruth

ethical issues

Posted by Jacqueline Schembri at Nov 20, 2008 12:21 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

Dear Ruth

Thanks for your reply. I've followed the links on this site leading to the ethical checklist etc. but I haven't found the link in the handbook you told me about. Can you tell me where can I find it please ?

ethical issues

Posted by rgreen2 at Nov 21, 2008 05:39 PM

Dear Jacqueline, The links here on the web site are sufficient, just follow thm. Thanks Ruth

Ethical issues

Posted by rgreen2 at Nov 19, 2008 05:18 PM

Have you followed the links on this web site to the Ethics checklist etc. Ruth

Bill for autism

Posted by Jessica Jacob at Nov 17, 2008 01:14 PM

Just campaigned for this Autism bill which I believe is a great start for progress on development and implementation for change. Please feel free to get involved. Jessica

On 7 October 2008, the Autism Bill (Draft) was launched in Parliament, in partnership with Angela Browning MP and with comprehensive support from across the autism community. The draft Bill has the support of numerous organisations across the autism community, and has been developed by The National Autistic Society to challenge the exclusion from services experienced by too many people with autism. I am writing to urge you to enter the Private Members' Bill ballot and, if you are successful, to make the most of this unique opportunity and take the Autism Bill forward, to transform the lives of people with autism.

Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. People with autism routinely struggle to access the services they need and as a result of this, outcomes for people with autism are poor.
- 63% of adults with autism say they do not have enough support to meet their needs.
- Only 15% of adults are in full-time work.
- Children with autism are three times more likely than their peers to develop mental health issues.

I am supporting the Autism Bill because every person matters in life. Children with autism need to be acknowledged as valid individuals and have the support of their community to ensure they have opportunities to prosper rather than to stifle.

The Autism Bill aims to strengthen information about the numbers of people with autism and their needs, in order to improve local planning and commissioning of services. It aims to improve inter-agency working to secure effective transition for disabled young people from child to adult services. Finally, it aims to ensure access to appropriate support and services for people with autism in adult life.

Please contact the NAS on 020 7923 5799 or at thinkdifferently@nas.org.uk to let them know that you are supporting the Bill. You can also visit www.autism.org.uk/autismbill to find out more and to read the Bill.

Autism Bill

Posted by rgreen2 at Nov 19, 2008 04:43 PM

Thanks so much for this link. Ruth

In your portfolio

Posted by Ian at Nov 17, 2008 03:36 PM

I have been looking at your conversation and thought I might add this. The portfolio (for our assessment) should not just contain material you have found, I think. Ruth can confirm this.

The portfolio as a whole needs to reflect the MA level descriptors so that it shows you are working at MA level. You need to ask yourself what the material shows us about you.
1. That you have sytematically reseachers and studied
2. That you have in depth knowledge.
3. That you have synthesised material to create something
4. That you have analysed the key ideas, issues and arguements
5. That you have evaluated.

So it depends on what you do with the material that you find.

The criteria are in your handbook and module guide, as well as here:- http://mwb.plone-hosting.co.uk/[…]/view

Portfolio

Posted by Rachel Robinson at Nov 17, 2008 05:56 PM

Thanks for posting this Ian, I am glad that I seem to have been thinking along the right lines as I was beginning to wonder if perhaps I should have included more documents rather than referring to them but it seems I am along the right track.

This brings me onto the topic of referencing - should we be using the Harvard system or do you use one of the other methods here?

Also, where do I put my references - at the end of each unit or will I save them all for at end of the portfolio as a whole? (I hope that makes sense, I can;t think of a better way of wording it).

Thanks, Rachel

Referencing

Posted by marion craven at Nov 18, 2008 06:03 PM

Name: Marion Craven
Module Number: PDT 4071
Chosen Pathway: MA Inclusive Education SEN

Hi Rachel. In the 'SEN08 folder' there is another folder 'course materials' which contains a Referencing guide - it explains how they want us to refer to materials.

Marion

References

Posted by Rachel Robinson at Nov 18, 2008 07:35 PM

Thanks - I always forget to look in that course materials folder as I (wrongly) assume it will all be in the handbook which of course is not feasible!

Referencing

Posted by rgreen2 at Nov 19, 2008 04:46 PM

Dear Marion, Thanks for this. Hope you have see it now Rachel. Ruth

Portfolio

Posted by rgreen2 at Nov 21, 2008 05:38 PM

You can put your references at the end of each unit please as it will be useful to see where you have looked for your guidance. Thanks Ruth

Journal

Posted by marion craven at Nov 18, 2008 05:12 PM

Name Marion: Craven
Module Number: PDT 4071
Chosen Pathway: MA Inclusive Education SEN

Thank you Emma for the information about the journal - I think I missed it, I hope I haven't missed anything else! I have now used this approach to pull my thinking together.

Can I just check whether we have to do both Unit 1 Introduction and Orientation and Audit and Needs Analysis unit by January 09. The unit numbers in the handbook are a bit confusing - sometimes saying 1 and sometimes saying 2. If it is both then I need to get on as I probably spending too long on these early tasks. But then again having been out of the classroom for so long the theory all seems so new to me.
Marion

Marion-Units

Posted by Emma Rose Pobjoy at Nov 18, 2008 07:18 PM

This is confusing me a lot as well and i am feeling the same if it is both i need to get cracking. I really feel i'm doing lots of research and gathering a lot of information but i'm struggling to pull it altogether into the tasks.

Units

Posted by Rachel Robinson at Nov 18, 2008 07:37 PM

From looking through the handbook there are two unit 1s and two unit 2s etc as I think they have tried to subdivide each unit for us. I think we are expected to do the audit and needs analysis by Jan as well as this is where the powerpoint guidance goes up to. I'm sure Ruth will pop on soon and clarify soon though.

Units

Posted by marion craven at Nov 19, 2008 09:30 AM

I think you are right Rachel. Help!

I assume Ruth must be ill as we haven't heard from her for about a week.

As such please can I ask my collegues to comment on:

Did you think instead of a A4 page of text on each aspect of SEN (iv) that I could present it in a different format like a grid/mindmap? I think I could access this information better for task 2.

Marion

Other ways of presenting info

Posted by rgreen2 at Nov 21, 2008 05:31 PM

Dear Marion, I think your idea of a grid is a good one as long as you can cover the key aspects in that format. I also love the idea of a mind map presentation. As Ian says it isn't set in stone at this level how you present the work but allows for a degree of flexibilty.
Thankfully I haven't been ill but rather caught up with answering emails as well as doing another job as an advisory teacher. I'm only .5 at this one and sometimes there will be gaps before I appear again although I do try to check most days. Ian is also always available.
Ruth

January deadline

Posted by rgreen2 at Nov 21, 2008 05:36 PM

I hope you are now clear about what is due in early Jan. A draft of the whole of the first unit up to and including the audit. I can see where the confusion has arisen and will go back to the 1st sections and make sure the numbers help to make it more clear ready for january starters. Sorry that this won't help you but thanks for info about this as it is valuable to get feedback so I can make improvements. Ruth

Emma

Posted by marion craven at Nov 19, 2008 09:08 AM

Why not use the other discussion forum to explore your thinking? I certainly would benefit from having my thinking challenged! I have now completed the first task as a power presentation and can see a good link with the second.

Marion

Ethics

Posted by marion craven at Nov 18, 2008 05:34 PM

Name Marion: Craven
Module Number: PDT 4071
Chosen Pathway: MA Inclusive Education SEN

On the ethics information it refers to anonymity where possible - I assume it is okay to refer to the school's and LEA names. But should I get a child/adult/parent to sign a questionaire/transcipt?

Marion

ethical issues

Posted by Jacqueline Schembri at Nov 19, 2008 03:52 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

Hi Marion! I agree with you that there has to be anonymity where possible. But in order to observe the provision of a child I think I have to get permission both from the school and from the child's parents even though the child will remain anonymous. But this is just my thought and I really do not know whether it is correct or not. I would like to see what other group members or tutors have to say about this issue as this will help us to continue working on the tasks. Thanks

ethical issues

Posted by rgreen2 at Nov 21, 2008 05:22 PM

Dear Jacqueline, You really need to check this out with your Headteacher. I would always err on the side of caution anyway. Even if you change the name of the child the parent could still object to your having written about their child or done additional assessment / observation etc. Its best to be on the safe side.
Ruth

Ethics

Posted by rgreen2 at Nov 21, 2008 05:26 PM

Dear Marion, I would always change the names of child, school and LEA. Its just to ensure total confidentiality. If you are doing any additional work, even an observation of a child it is also essential to get parental permission. Check this out with your schools about how they want you to go about this. They will probably already have a form for you to use. Ruth

difficult to find books

Posted by Jacqueline Schembri at Nov 19, 2008 03:17 PM

Name: Jacqueline Schembri
Module No.: PDT 4081
Chosen pathway : SpLD

I am finding it quite hard to find the relative books in my country (Malta). From the indicative reading list I haven't even found one book from any library. I think the only possibility I've got is to buy them through amazon. Anybody else has the same problem ?

problem with books

Posted by Aliya Sibtain at Nov 19, 2008 03:21 PM

hey jacqueline, i have the smae problem, here in pakistan its very diffuclt to find any books on inclusion, i have jsut found one book which is not on the refernce list but it has been helpful to give me a brief introduction about inclusion. the rest i m just using the online information as much as i can.

finding the books

Posted by Christiana Kefala at Nov 19, 2008 04:27 PM

Name : Christiana Kefala
Module Number: PDT 4071
Chosen Pathway: MA Inclusive Education SEN

Hi Jacqueline! I had the same problem as you did (well still do!) I eventually had to order the books from Amazon. I have done so about 2 weeks ago but I still havent received them (although i might have to say that the Greek post is not the quicker i ve ever seen or anywhere near that!) If you dont manage to get them, let me know and perhaps i can scan the chapter (when i get the book) and send it online?

finding books

Posted by Jacqueline Schembri at Nov 20, 2008 12:29 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

Hi Christiana
I hope I will receive the books in less than two weeks ! Anyway I really appreciate your thought of scanning the chapter but I hope this will not be necessary as it consists of a lot of work for you. I ll let you know as soon as my books arrive. Thanks a lot though.

Books

Posted by rgreen2 at Nov 19, 2008 05:24 PM

Dear Jacqueline, Yes, I think that Amazon is the answer but I'm also going to post up some information from the library here at Middlesex. They are beginning to introduce some Ebooks but not many as yet. Look back to top of page for this info in the next few days. Ruth
Meanwhile look in Google scholar for info on the content of books.
Ruth

e-books

Posted by Jacqueline Schembri at Nov 20, 2008 12:33 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

Dear Ruth

I had a reply from Middlesex library and told me that I can look in the e-books tab but that there are not so many about education. Still, I will try to have a look at them this week. And I will follow your advice to look in google scholar. Thanks

still confused

Posted by Aliya Sibtain at Nov 19, 2008 03:19 PM

hi , i m still a bit confused about the fist unit part, can anyone plz clarify till where do we have to submitt in jan and around how many words is the limit, i have too much information and feel i might croos over the word limit.

January

Posted by rgreen2 at Nov 19, 2008 05:33 PM

Dear Aliya, I would like to see the whole of the first unit in draft form in your folder by Jan 2nd. It doesn't need to contain the scanned in copies of documents which could be in a subsidiary folder but should contain a commentary on these as part of the tasks.
Try to stay inside the suggested word limit and use the additional folder as an appendices to your main pieces of work. (The suggested words for each section are in the module handbook but they are suggestions to help to guide you and stop you from writing too much or far too little)
There will be no formal assessment at this point but I will comment to let you know that you are on the right lines. They can be in draft form but indicate that this is the case and then you can tidy it all up in readiness for the September 3rd final deadline.
By putting the january date in place I want to ensure that you all pace yourselves across the year to complete all the units and don't leave it all until August!
Hope this helps you.
Ruth

Units

Posted by Jacqueline Schembri at Nov 19, 2008 03:29 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

I also think that we have to do both the introduction and the audit and anlaysis section by 2nd January. I' ve started working a bit on the audit and analysis section and looking through it I noticed that at the end of Task 7 there is written that if it is represented in text it should be about 2000 words. My problem is that I do not know whether this applies for task 7 only or for the whole audit section. Can anyone help me sort this out please ?

units

Posted by Christiana Kefala at Nov 19, 2008 04:37 PM

Name :christiana Kefala
Module Number: PDT 4071
Chosen Pathway: MA Inclusive Education SEN

Hei. I actually had no idea what we have to submit (i am kind of working my way from the introduction through to best practice and then needs analysis as i go) but a couple of days ago I e mailed ruth to see whether i was on the right path or not. She asked me how i have planned to go about doing task 7 so I guess YES we have to submit up to task 7 by January. As of the words, I think that the audit of provision and needs analysis should be 2000. Introduction should be about 1000. However, not quite sure because I too have written more than that on introduction. Oups!

January 2nd

Posted by rgreen2 at Nov 19, 2008 05:38 PM

Dear Christiana, I hope this has helped to clear up your queries. Ruth

Units

Posted by Pamela Diane Charlton at Nov 19, 2008 05:45 PM

Name-Pam Charlton
Module Number: 4071
Chosen Pathway: MA Inclusive Education SEN

Hi Christiana, I emailed Ruth about a week ago and she said that the 1000 words for the Introduction is only a rough guide, so as long as you don't write an essay!! you should be ok. It's important to make sure you include the most important points otherwise you may not be covering all the information.
Hope that helps, I have to admit I'm finding it hard to fit all this in with school demands such as report writing & parent meetings. The weeks are going too quickly!
Pam

Tasks etc

Posted by rgreen2 at Nov 19, 2008 05:37 PM

Dear Jacqueline, You are right. I would like to see the intro and audit. analysis section at least in draft form by Jan 2nd as I said above to help to steer your time frame.
On p24 it says 'about 2000 words' for the audit section or one sixth of whole portfolio.
Kind Regards,
Ruth

tasks

Posted by Jacqueline Schembri at Nov 20, 2008 12:46 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

Sorry Ruth for asking you again as I didn't understand quite well. Can you please confirm whether 2000 words are for task 7 only ?

tasks

Posted by Jacqueline Schembri at Nov 20, 2008 01:18 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

It's me again. Ruth, I've read again your reply and I've understood that it applies for the whole audit section. My apologies to everybody especially you Ruth for annoying you with my questions.

Thanks

portfolio

Posted by peta griffiths at Nov 19, 2008 10:08 PM

Ifeel reassured by everyone's comments as am finding time a major pressure to get everything done and feel it is too easy to keep researching and finding out. the difficulty seems to be to then put this into the format demaned by the portfolio. I also felt it wasa liyttle unclear how to lay ouy the beginning sectio but I think it will be ok to go with your own way of doing it following the info as a guideline.

Hopefully things will take shape over the next few weeks
peta

Take a year

Posted by Ian at Nov 20, 2008 10:20 AM

remember to pace yourself. You have a year. Plan your sections and work around the whole. Things will emerge in due course. You would be really stressed if we sent you all the information for 12 months in one go! later Ruth will advise on other sections and matters. Don't worry too much as it can get in the way. Just make sure you get advice and feedbak on your assignment as it develops. be confident in answering your questions yourself. What a "portfolio" is in your hands. We want you to have the flexibility and creativity to make it work for you. All that matters is that it meet the MA level criteria.

It really helps to share your ideas and answers here. well done everyone for helping each other

Work load

Posted by Tom Saunders at Nov 20, 2008 10:34 AM

Hi guys,

Yep....just another note to say i am relieved too that some of us were unsure when/how the first parts should be. Reading your comments helped me make sense of it all.

I guess an objective for us all would be to get it done to enjoy the christmas holidays/holidays without the pressure looming!!!!

Anyone else find the personal analysis tricky?

Good luck everybody.

Tom

personal analysis

Posted by Jacqueline Schembri at Nov 20, 2008 12:57 PM

Name: Jacqueline Schembri
Module Number: PDT 4081
Chosen Pathway: MA Inclusive Education SpLD

Hi Tom ! I agree with you 100 % about getting it done to enjoy the Christmas holidays. But I'm afraid I will not be ready by Christmas ! I'll try to do my best though.

You said that you found the personal analysis tricky. I am just working on it and I undertook a SWOT analysis as suggested. The most difficult thing I'm finding is that I have to develop the needs and expectations that I've written down in the SWOT analysis into learning needs and goals. Did you manage to do this part ?

Materials

Posted by Ian at Nov 20, 2008 04:12 PM

Ruth has put yet maore materials for you! Dont panic. You can use them at your leisure if you need to, and as you build your portfolio.

Access to Book and Journals at http://mwb.plone-hosting.co.uk/[…]/access-to-materials

This gives guidance on where to access books and journals. (for doing a literature review for example)

Access to English Langauge support at http://mwb.plone-hosting.co[…]e-and-learning-support-ells

This provides access to guidance material for those of us whose fisrt language is not English. Use if you need this kind of support. It is in OasisPlus the University VLE.

Materials

Posted by rgreen2 at Nov 21, 2008 05:50 PM

Absolutely right Ian. Thanks for this. The suggested materials are there only to help you and I'm trying to drip drip them in so that you don't feel overloaded all at the beginning. Don't access them until the new year if it stops you just getting on and writing.
The English Language support link is also there to help you with writing in an academic style and there is a really great module accessible through the site to help you with this. Gillian Lazar will be on line at the end of January to answer specific questions and also sepcifically to offer support to anyone who may have queries with regard to writing in English as an additional language.

books

Posted by joyce at Nov 23, 2008 05:41 PM

This is for the people who are still looking for the books. Please try the local university library not just the local library.

books

Posted by rgreen2 at Nov 23, 2008 06:44 PM

I'm not sure what you mean? Have you had some success in tracking them at Middlesex Trent Park library? Thanks, Ruth

Thank you all!

Posted by Laura Vallone at Nov 24, 2008 04:16 AM

Student:Laura Vallone
Module: PDT 4081
Chosen Path: SpLD

Thank you all for your comments. I feel as if I have been going round in circles and getting rather confused. Now it is clear what is expected I really am short of time! Still, here's to late nights and early mornings - need my Christmas celebrations!

Good luck to us all!

books

Posted by joyce at Nov 26, 2008 06:42 PM

Yes I did find all three books in the Stavanger(Norway) university library. It looks like some people are still surching for these books. They may find in their local university library. Sorry for not writing it clearly.

Hello all

Posted by Iwona Bus at Dec 01, 2008 11:56 PM

Hello everyone,

My name is Iwona and I live in London where I work in Special School for an Autistic Department. I have been working there for a year now and I have never worked in mainstream in England though I had had nearly ten-year experience in secondary schools in Poland before I arrived in the UK.
I am joining the discussions late because of some technical problems I encountered but I have been reading all your texts from website, thank God, open for everyone to view.

For the start I’d like to add some information worth mentioning in regard of inclusion as such that I reckon might be of your interest
1. The government policy context of inclusion (important acts and documents I found recently reading through literature)
  * Education Act (1996)
  * Special Educational Needs and Disability Act (2001)
  * The Code of Practice for SEN (DfES 2001a)
  * Statutory Guidance provided by Inclusive Schooling: Children with Special Educational Needs (DfES 2001b)
A key government policy document: “ Removing Barriers to Achievements (DfES 2004p.5) says:
“ All teachers should expect to teach children with special educational needs SEN and all schools should play their part in educating children from their local community whatever their background and ability”

2. Professionals views worth taking into account
Four years ago almost 100% of head teachers and 98% of teachers in primary schools thought that SEN pupils should continue their education in Special schools rather than mainstream. Have they changed their opinion? . Some professionals still say that it is absolutely not possible to include all children in mainstream education. What is your point of view and your experience?

3. Parents’ views
Some parents believe that only mainstream is good provision for their SEN children whereas others claim that only special schools are the best environment where their children’s educational needs can be met.

I have presented views above to think over because I work in special school and while observing my pupils in classroom I ever wonder if there is any way for some of them to be included in mainstream. For me personally inclusion creates a good chance for SEN pupils to become fully recognized and respected members of the community. This process is based on positive and supportive attitude and inclusive schools are barrier-free settings and should be accessible to all subjects of the community. Inclusion for me ousts what I’d call competitiveness and introduces a model of more cooperative classroom, school community and soon society. Hope a few of my thoughts and presented opinions can be of help to some of you.

Re Portfolio I am lost in number of questions that I am still asking myself. It is hard to set the focus of my work as I have only had experience in special school here in England. What I find interest in is whether
students from my school, their teachers and parents would be willing and ready to join mainstream. What dos and don'ts thay can find or sth following that path. Is it a good idea

Late welcome

Posted by rgreen2 at Dec 02, 2008 06:24 PM

Dear Iwona, So glad that you have finally joined us and thanks for all your comments. There are several people working in Special school settings and I 'm sure that you will find them and be able to support one another from that perspective. There is certainly scope in the programme for you to be flexible and create an approach and find a pathway through the units that works for you.
You might want to explore the role of the SENCo in a mainstream setting for instance and then see if there is scope for an equivalent role in your special ed. setting. My experience of special settings is that there are so many diverse needs to accomodate and make specialist provision for that the role would be very useful in terms of ensuring that each individual had a personalised approach.
As you suggest there is a great deal of work still to be done in including children from the special schools andalso enhancing the outreach role of special school teachers.
Is your school viewed as a centre of excellence which is used as a aresource for instance by the mainstream? How could it become so? Would that be desirable? Lots of questions to consider but also three years to refine the ones that you really want to explore in depth.
Good Luck.
Ruth

Tasks

Posted by Rachel Robinson at Dec 04, 2008 08:50 PM

I have been working my way through the tasks and writing my portfolio as I go but as I have neared the end of this needs and analysis section I have managed to confuse myself. What is main difference between task 1 (Needs statement) and task 6 (summary of development needs)? I think perhaps that my needs statement at the moment is perhaps a summary of all I have found out so is probably more like task 6 - so what should I be restricting myself to in task 1? Am I making any sense at all (probably not as I am confusing myself the more I look at and think about it).

Tasks

Posted by rgreen2 at Dec 08, 2008 06:26 PM

Dear Rachel, It is a hard one to answer without seeing what you have done so far. I think that if you email me what you have done for tasks 1 and 6 so far then I can be clear. In the meantime Task 1 and task 2 are quite detailed but formative in exploring your needs and ask for you to 'begin to construct' and reference the evidence of your 'needs' and in task 6 you are asked to summarise all you have found out in that first section about what you hope to achieve.
Please email me if you are still unsure. Ruth

Tasks

Posted by Rachel Robinson at Dec 08, 2008 08:03 PM

Thanks, I have sent you an e-mail.

Tasks

Posted by Jessica Jacob at Mar 10, 2009 01:43 PM

Dear Ruth,
I have this sinking feeling that I haven't understood the work requirements properly. Is the portfolio different from all the unit tasks we are doing? Is is the collection of all the units we complete or summarization of? Is it a separate assignment? Regarding the ethics issue, I have newspaper articles about the school I am working in, Should I block out all the names of people, the school, and so on? Even with the interviews: lets say I am interviewing you, Ruth. Would I give you a symbolic name like Ms. X from and also block to school's name? I've suddenly gotten a sense that I may have understood things completely incorrectly. Please help! Thanks. Jessica

Re sending files

Posted by Iwona Bus at Jan 26, 2009 03:12 PM

Thank you for your mail, Ruth.
I set up my folder and sent some text. I somehow cannot control the layout of what I have sent. In editting it all comes all right but when I go to the view it all looks a bit like "Ulysses'" stream of conscience. What am I doing wrong?

Jan cohort- deadlines

Posted by Stacey Sinclair at Feb 10, 2009 03:59 PM

Hi I was just trying to get my head around WHAT I actuallly have to do. Reading the above has made me feel calmer as I've been quite stressed about everything for this course. The thing that's confusing is that the same course is running on two different timescales. - where are the details and deadlines for the Jan cohort?

Jan cohort- deadlines

Posted by Pauline Sumner at Feb 16, 2009 11:51 PM

Stacey, I can understand about your confusion regarding the two different cohorts. I have set up separate discussion threads for each cohort under the SpLD section - so hopefully this will make it easier for everyone - please contribute your questions, etc to this thread.
The first deadline for the Introduction and Orientation Materials and the Audit of Provision and Needs Analysis is 20th March. We will let you know the other deadlines dates when they are finalised.
All the best
Pauline

Jan cohort- deadlines

Posted by Hyacinth Rose-Manners at Mar 01, 2009 07:36 AM

The Audit of provision and Needs Analysis for 20th march Ohhhh No!

I
Hya

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