Inclusion Development Programme (IDP)

The IDP aims to support Schools and Early Years Settings by helping them to :-

• improve outcomes for all pupils by helping schools and settings to develop more inclusive practices;
• increase the confidence and knowledge of all practitioners and teachers so that they can make adjustments that will narrow the gap between pupils with different types of SEN and their peers; and
  
• become more effective at strategic approaches and responses to the diverse needs of individual pupils.

During 2007 – 2008 the IDP focused on speech, language and communication needs (SLCN) and dyslexia. This year, the focus is on autistic spectrum disorders (ASD), and next year, the intention is to launch the behavioural, emotional and social difficulties (BESD) module. Leading national specialist organisations, including voluntary bodies, are working in partnership with the National Strategies in the development of the programme and supporting materials.
further information

The IDP will be presented through a series of DVD- and web-based resources.
The web-based resources can be accessed at www.standards.dcsf.gov.uk/SEN.

These resources are tailored for use by :-

• staff in Early Years Settings, in conjunction with area SENCOs;
• leadership teams, inclusion managers and individual staff in Primary and Secondary Schools; and
• providers of Initial Teacher Training, as well as individual trainees.

The first phase of the IDP has aimed to help staff and trainees to:-

• recognise as early as possible the common signs of difficulty in understanding and/or making others understand information conveyed through spoken language;
• recognise common signs of dyslexic difficulties;
• create an inclusive and supportive learning environment for pupils with SLCN and/or dyslexia; and
• use inclusive teaching strategies appropriate for pupils with dyslexia and for pupils with who have communication difficulties.

Although the resource focuses on dyslexia and SCLN, the material presented reflects good quality first teaching and is, therefore, more generally applicable. In particular, the approaches suggested for dyslexia are relevant for a wider range of literacy needs experienced by pupils.

how the programme is to be used

The IDP is not a linear course. It is designed to be used flexibly to take account of the range of skills and knowledge that individuals will bring to the programme.

Headteachers may use the ‘Guidance for Headteachers and Leadership Teams’ to gain an understanding of how this work fits within the school improvement cycle.

Teachers and teaching assistants will prefer to work through the foundation level knowledge (FLK) units to ensure that they understand the key messages and can alter their practice accordingly. The units can be worked through by an individual or used collaboratively. However, the programme will work best if used in an environment where school staff work collaboratively and share their knowledge and observations with each other. There are video extracts to support reflection, case studies to stimulate discussion, opportunities to profile individual pupils and links to further guidance, resources and training opportunities. The IDP is not meant to replace more specialist training in any of the areas of SEN.

Before starting the programme staff should use the self-evaluation for dyslexia or SLCN to establish current levels of skills and understanding. This baseline information could be gathered by the SMT and the school could then develop and implement an IDP action plan. The self-evaluation tool could then be revisited to establish how far the school has developed in these areas.