New Directions, Special A tArrangements

and Student storiesSpecial education in IB

Presentation Outline

Changes within SEN in the IB3 parts:- New directions

documents

Special Arrangements – processes

Student perspectives

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New Documents

Special educational needs within International Baccalaureate programmes – August 2010

Inclusion• Inclusion• Differentiation• 4 Principles of good practice

• Affirming identity & self-esteem• Valuing prior knowledge• Scaffolding• Extending Learning

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New Documents

Special educational needs (SEN) TSM – published 2012

3 SECTIONS

Testing, reporting and dissemination of informationg p g Implementing individual education/learning plans and the

strategies to support differentiated student learning. Assistive technologies and the ways in which they can be utilisedAssistive technologies and the ways in which they can be utilised

to overcome barriers to learning increasing access and equity in IB programmes.

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New Documents

Candidates with special assessment needs – revised 2011

Revision may reflect some of the changes to the application for special arrangements

Advisory service will still exist More responsibility may be placed with schools More complex applications will still sent to IB Cardiff forMore complex applications will still sent to IB Cardiff for

processing

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Changes to Processes

New processes for Applications for Special arrangements – Diploma & IBcc –F ll i l t ti f 2013 h t Full implementation may occur for 2013 cohort

Shifts in responsibility• SchoolSchool• IB

Resources to support these changes

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Implications for Coordinators

Careful subject selection is required Consultation should be done prior to beginning

Di l (if ibl )Diploma (if possible) Processes need to be in place to store confidential

informationinformation Information has to be made available on request Coordinator is the signatory to all documentation Not all applications are successful

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Areas of Concern

Documentation is incomplete or outdated Criteria are not well known No information has been passed on History has not been established

R i l l ti t b ll k Regional regulations may not be well known

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Special arrangements - 5 year growth2000

1200140016001800

600800

10001200

0200400600

02005 2006 2007 2008 2009

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Categories of Special Needs

Gifted & talented Learning difficulties Specific Learning difficulties – dyslexia, dysgraphia Communication and Speech Disorders

S i l E ti l & B h i l I Social, Emotional & Behavioural Issues Physical, sensory and medical conditions Mental Health IssuesMental Health Issues

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Test Information – how is it interpreted pand by whom?

A much more rounded interpretation of the whole t d t i th fstudent is the focus

Ability Self-esteem/ Emotional well being Self-esteem/ Emotional well being Strengths & weaknesses Learning style/preference/successful strategiesg y p g

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Special Assessment Arrangements

Should reflect the candidates normal working method Should be tailored to individual needs Should be used for internal assessments as well as

external examinations when under timed conditions

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Special Arrangements

Extra time• For reading

• For writing

• For thinking

• For planningo p a g

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Special Arrangements

A reader• Allows student to focus on the question• Allows student to focus on the question• Assists students with reading rate issues• Assist students with dysfluency• Assists students with word finding and retrieval issues

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Special Arrangements

Use of a computer• Allays anxieties about neatness & speed

• Assists flow of thought for some

• Enables use of spell check for spelling issues

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Special Arrangements

Use of a scribe/amanuensis

• Allows for movement and verbalisation• Option for fluent oral speakers with writing issues• Can transcribe parts of responses for those who need to write p p

to clarify their thinking but become more untidy as time progresses

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Special Arrangements

Rest periods• Enables release of pent up stress

Gives time for relaxation techniques• Gives time for relaxation techniques• Assists students with executive function issues• Assists students with attentional issues• Assists students with information processing issues

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Technology –impact & future

Huge range but need to be aware of those which are compatible and build a toolbox/kit that will last for an educational lifetime

Don’t introduce too many at once Introduce each slowly and develop knowledge of the full suite of

activities that can be carried out within each programme Remember many student know what works best for them – listen

and trial a variety to be sureand trial a variety to be sure Allow students to play around with options to see which works best

for them – their preference may not match your own E-learning may be the way of the future and so skills associated with g y y

this may need to be developed very early

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Assistive Technology Tools

Computer Spell check Voice-to-text Video – Elluminate

C l l t Calculators Electronic readers –Kindle Navigation systemsNavigation systems

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Assistive Technology - hardware

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Reflection

If I speak of individuals but present learning as if they are all the same.If I t fl t d fl ti ti i If I am never seen to reflect and reflection time is never provided.

If we never speak together about reflection andIf we never speak together about reflection and thinking and never develop a vocabulary for such discussion.If d t t k t iti t thi k b t If we do not take opportunities to think about our thinking.

If I constantly set them exercises that do notIf I constantly set them exercises that do not intellectually challenge them.

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Reflection

If I set up learning environments that interfere with them learning from their own actions.If I i th i t f ll If I give them recipes to follow

If I only expect the one right conclusion If I signify that there are always right and wrong If I signify that there are always right and wrong If I never let them persevere with something really

difficult which they cannot master.

Page

Reflection

If I make all work serious work and discourage playfulnessIf th i ti t l If there is no time to explore

If I lock them into adult time constraints too early. How will they get to know themselves as a How will they get to know themselves as a

thinker?Verse from ‘Things we steal from Children’ used with

permission of S. Russell & J. Edwards (Explorations)

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Assistive Technology - software

Mind mapping – Inspiration www.inspiration.com

Read/Write – TextHelp; Kurzweil; Claro Read;t th l www.texthelp.com

Speech to text – Dragon DictateSpeech to text Dragon Dictate www.dragondictate.com

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Student Stories

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DYSLEXIA

‘I hope you can see that this is no viable way to live your everyday life’

DYSLEXIA

‘It is not just about academics. It affects

bit f lif ’every bit of my life’

DYSLEXIA

‘I hope you can see that this is no viable way to live your everyday life’

DYSLEXIA

‘It is not though lack of trying. I have had to go thought numerous programs in and out of school I hope younumerous programs in and out of school …I hope you can see the frustration I have been thoguth to try and battle with this problem …I am a very determined person resulted from going though so many longperson …resulted from going though so many long processes with little and often no susses.’

DYSLEXIA

‘It also had some very negative and detrimental ff t F t (b faffects on me. Form a young age my reports (before a

diagnosis at 10) had comments about how I was lazy and didn’t try hard enough. But I feel it got worse as I y g ggot older.’

DYSLEXIA

I think I should try and make it clear how I l W ll th i d fi d it l t i ibllearn….Well then your mind finds it almost impossible to memorise stuff, so I make up rhymes. …

I have no way of knowing if this process is normal but I know as I have no way of learning things in a

ti l ’conventiaonl way.’

DYSLEXIA

‘I have no way of knowing what it is like to be able to read “normailly”, and sometimes I wish I did. Not so I could change myself but just so I could know howcould change myself but just so I could know how others get to interperate the world. I live my life around it and incoperate it in.’

Family perspectives

… understanding it is possible to be both bright and learning disabled made it possible for my son to enter the IB program with confidence he could handle itthe IB program with confidence he could handle it. ….

…. to my astonishment this dyslexic son of mine is reading Flaubert and philosophy for Fun!....g p p y

… this past week has been a joyful time as he has received one acceptance after another from his top choice universities in the USchoice universities in the US……

….. plans to study physics & engineering & hopes to design green technologyg g gy

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‘If I can’t learn the way you teach, will you teach me the way to learn’way to learn .

Anon

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Special Educational Needs

Contacts: jenny.reed@ibo.org

@ib sen@ibo.org

help@ibo orghelp@ibo.org

THANK YOUTHANK YOUPage 35