SEN - Special Educational Needs

Does this title have a place in Driver Training?

SEN is a phrase that causes blanket statements, confusion and even sheer panic with many ADIs. Should it? Or shouldn't it really matter?It's origins in mainstream education are well founded as, when teaching a mass of individuals, certain pupils would require specific, individual approaches and methods to be used or allowed for. But we are not teaching a mass of individuals. In fact, the issue caused by "SEN" is that we are not in fact teaching the individual! We are instead teaching the label, teaching the condition, when the person should always come first.

We are looking at the less physical barriers to learning - Dyspraxia, Dyslexia, Dyscalculia, ADHD, Autism, Aspergers.... The list goes on. I believe it essential to have an understanding of the world through the eyes of the 'sufferer' (I hate the minefield of politically correct terms too! But that is another days discussion...). The possible 'symptoms' they may display, or the way they are likely to process or interact with the world. It is also essential to have a metaphorical workshop full of coping, adapting and descriptive strategies to use - a tool box is just not good enough.

The problem with taking a course (though they are a great starting point) is the same as me sitting in a classroom teaching someone to drive. You are only given the input, beliefs and views of the trainer. This is not the experience of the individual that is going to be sat next to you. It is not how their Personal Need has effected them and touched, formed or influenced their life. So this leads me back to my opening question. When teaching someone on a 1:1 basis (or even 2:1/3:1, which seems to be talked about with increasing interest) is their ever a need to generalise with the effect a 'condition' will have on someone?Knowing the names/titles/labels that have been given and what qualifies that diagnosis is vital to all. But it is only as important as the label assigned at birth of 'John', 'Billy' or 'Susan', and does not dictate their character, approach or attitude with any more clarity.

Just a thought, but if assessed I could be

"borderline Autistic-Aspergic with dyslexic and dyscalculaic tendencies, showing some signs of dyspraxia"

but I would be unlikely to say to you on the first lesson "oh, by the way...". Instead you are more likely to find out from me, through good rapport, questioning, discussion and observation, that I am

"quite a literal individual with some lack of social understanding. I don't like working with acronyms as I get muddled, and I struggle to translate the speedo. Oh, and you have to stay on your toes as I am likely to hit the gas not the brake, or not put the clutch down.... And remember when you said 'Drop the clutch' I replied 'I'm not holding one!'"

So, don't ALL of our pupils have "Personal Needs"? This is where Client Centred Learning (CCL) is coming from. We are providing a service in the same way as a bespoke suit - tailored to fit. It today's world of modern driver training I respectfully state that 'off the peg' training is no longer acceptable and does not produce the necessary standards.

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