Page 58 - SEN106 SEN Magazine May-June 2020
P. 58

Is working in a special   school right for you?   Sarah Sherwood   outlines key issues to consider if you’re   thinking of applying for a job in a special school  W  orking with students with SEN can be one of the   most rewarding fields in education. However, it is   not something to be undertaken lightly. Students   with SEN can experience a number of challenges   which impact their learning and their ability to access education   that can lead, for some, to placement in a specialist setting.  Special schools cater for a range of needs. Some are generic   special schools, whilst others will specialise in a particular   condition such as autism, visual impairment or profound and   multiple learning difficulties (PMLD). Often, students may   have co-morbid conditions, for example autism and a hearing   impairment. In these situations, there will be a decision as to the   prevailing need, and the student will be placed in a school which   addresses that need, but can also support additional needs.   If you are considering a career working in a special school,   here’s a guide to what you should think about, what the school   will be looking for and what you should ask at interview.  Differences between special and   mainstream settings  Relationships  Not all students at special schools build relationships with their   teachers or support staff. Their diagnosis (such as autism)   may impair social interaction, while others could have, for   example, an underlying attachment disorder. There are often   a number of other professionals working in, or contracted to,   special schools, such as speech and language therapists,   occupational therapists, educational psychologists and medical   staff. Teaching and support staff will be working together with   these professionals to meet the outcomes stated in each   student’s education, health and care (EHC) plan.  Meetings  Teachers and support staff will be asked to attend a range of   meetings, including the annual review of the student’s EHC   plan, meeting with visiting professionals, or attending external   meetings.  Parents  Contact with parents is generally more frequent in special than   mainstream schools. Most special schools will have some form   of contact with parents at least weekly, perhaps through home/  school books, emails or telephone conversations.  Curriculum   If you are a teacher with a subject specialism, you may be   asked to teach additional subjects, as special schools do not   always have the numbers of staff required to teach the range   of subjects on offer.  Staffing  In each class in a special school, there are usually learning   support assistants (LSAs) catering for students who require   one-to-one or even two-to-one support. For some teachers,   this may be the first time they have been asked to manage   other staff.  What will the school be looking for?  While different special schools may well be looking different   characteristics and skills, potential candidates should try to   demonstrate the qualities described below.  Emotional resilience   Working in a special school can, at times, be emotionally   draining. Some students may experience mental health issues,   and their way of managing them can include self-harm, which   when first experienced can be upsetting for the staff member.   Some special schools support students who have life limiting   Contact with parents is generally   more frequent in special than   mainstream schools  ■    An optimistic approach is important, with a need to repeat activities   until a student understands.  SEN  106  senmagazine.co.uk  58  Recruitment


































































































   56   57   58   59   60