We are nearly at the end of the half term, I am supposed to have done lots of action research for my SENCO course. I’ve sort of started, I know what I’m doing, I’ve got some data, I’ve written a questionnaire and given it out, I’ve even got a few back.
I’m looking at whether the use of key adults helps children get from our turnaround class, it is designed as a short term intervention where children who are exhibiting challenging behaviour can be taught with a high ratio of very experienced staff to children. The idea of this class is that the children are given structure, routines and strategies to get back into their normal classrooms where they will then remain. Some children do this very successfully. Some struggle.
Many of the children who attend this class show behaviours which are typical of, amongst other things, an Attachment Disorder. We know these children and their backgrounds, an attachment disorder would not seem unreasonable in many cases. We have had the Educational Psychologist come and look at some of these children (with necessary parental permissions) and they have said the children need to learn to make attachments and become dependent so that they can then become independent, it sounds so easy on paper!
I am looking at whether having a key adult who keeps touching base with them both in the turnaround class and in their normal classroom will help keep them in class and able to learn. I am not naïve enough to think that having these adults around everyday, talking to them, being available, helping with transitions etc. is going to solve everyone’s problems. It would be nice if it helped a bit. Perhaps I need to introduce key adults to children who are approaching “tricky” in class and try to avoid them needing to go to the turnaround class to start with.
Some of these children are very resistant to making an attachment and no one likes being rejected. Is it fair to ask staff to be a key adult? How much time will it take each day? Who will choose the best person to be the key adult? I have lots more reading to do about the subject and at present I think I’m producing more questions than answers. I think it is worth investigating and the EP approves so I’ll keep trying.
It’s nearly half term so I should have time to read and start the writing – I’ll do it as a break from SATs marking!