Maximising independence for a child with SEN – the role of the teacher

Maximising independence is one of the most important, yet complex, roles of professionals working with children with any learning need. Our long-term aim is to maximise children’s opportunities, and to enable them to play as independent a role in society as possible.

We want children and young people to reach their full potential, but when high levels of support are necessary we tread a very fine line between providing the support and scaffolding necessary for them to develop independence, and over-supporting – creating dependence and possibly a culture of learned helplessness. Too often, young people have left education over-dependent on a specific person and unprepared for adulthood. The SEND reforms, over the last four years, have sought to redress this by ensuring that we start preparing for adulthood as early as possible.

To what extent do teachers understand their role in developing independence?

Do we perceive our role as protector/helper, or as facilitator/skill developer/enhancer? Equally, how does the child or young person perceive our role? Do they have an expectation that we’ll complete tasks for them, or do they regard us as someone who will support them to develop their own skills and abilities?

A child or young person, who is used to receiving a high level of support, may not perceive gaining independence as important or significant. However, for their long-term benefit and sense of self-satisfaction we need to enable this as far as possible. We can support children with limited communication skills to be independent through defined choices, using visual and other communication aids.

So, do we always decide how a child or young person is to complete a task, or do we ask them if they would like to be helped, by whom and to what extent? Do we ever stand back and let the child or young person make mistakes, allowing them to be challenged and find their own solutions? The best learning happens when we make mistakes.

How do other professionals perceive our role in maximising the child or young person’s independence? Do we feel there is an expectation placed upon us by others to intervene immediately? Negotiating and defining roles are key.

Do we (parents and carers included) have a shared understanding of independence?

Who is in the driving seat?

Perhaps a good starting point in reflecting on this is a shared understanding between the professionals of who is in the driving seat – who sits where in relation to the child, and the role each of them plays in maximising the child or young person’s independence. There are times when the professional or parent may need to take the driving seat position temporarily, or take the role of dual control operator whilst skills and tasks are learnt and confidence is developed.

This requires a combined approach in the classroom – both differentiated (teacher-led) and personalised (pupil-led).

Top Tips

• Ensure the child or young person has a ‘voice.’ Involve them in planning their support. Support them to recognise the tasks they can do independently and those with which they may need help
• Support the child or young person to take positive steps forward, and plan how they can reach their own aspirations and beyond
• Plan and deliver appropriate intervention and independent access programmes to support the child or young person in achieving outcomes successfully
• Build in time for the child or young person to celebrate, reflect and measure their progress and success
• Reflect on your role, plan your own objectives to help the child or young person maximise their independence further, regularly reviewing your progress

Independence can be viewed as a combination of heart, head and hands – “I believe I can, I think I can, I can”.

Further reading: SER Update September 2009

This blog was originally posted on staffrm.io.

About the author

Gwyn trains professionals working with children with visual impairments. She has over 27 years’ teaching experience, 11 of these as a Qualified Teacher of Visual Impairments (QTVI) and five years managing a Peripatetic Support Service for VI.

Her website is at www.positiveeye.co.uk. Contact her at gwyn@positiveeye.co.uk or on Twitter at @positiveeyeltd