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Teaching SEND and the Effective use of other Adults in the Classroom Winterhill School – October 2014
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Teaching SEND and the Effective use of other Adults in the
ClassroomWinterhill School – October 2014
Introduction
• Richard Pearson (Senior Mentor Co-ordinator/SLE)• Andrew Reeder (Assistant Headteacher/SLE)
Where are you?
• Task– Perform the SEND Audit
• Quality first teaching of students with a SEND profile avoids a deficiency model of planning and teaching delivery
Inclusive Teaching
• Creates a culture of high expectation for all• Emphasises what a student will learn, NOT what activity they will
do • Plans based on a sound assessment of what the student already
knows, understands and can do• Uses teaching styles that meet the needs of individuals and
groups so that all students are engaged in learning.• Develops access strategies to ensure that potential barriers to
learning and progress are minimised.
Responding to student’s diverse needs
Setting suitable learning challenges
Overcoming potential barriers to learning
Circles of Inclusion
LEARNINGOBJECTIVES
ACCESS
TEACHING STYLES
Waves of intervention
Copy from the board please...
Dyslexia- challenges
• Reading, spelling, handwriting• Sequencing skills• Short-term memory• Confusion about left and right• Reading comprehension, phonological awareness• Mathematical problem solving • Musical notation• Expressing thoughts orally• Personal organisation skills• Auditory and visual processing
Moderate Learning Difficulties
• General (global) developmental delay.• Largest SEN group in mainstream schools. • Difficulties with learning across several areas e.g.
learning, speech, self-help, social.• Many of these students have a delay of about
three years and consequently need a high level of support within the mainstream classroom and many opportunities for overlearning .
Autistic Spectrum – challenges
• Making and sustaining friendships• Using unstructured time • Awareness of others/perception• Change • working in groups• Anxiety• Sensory sensitivity• Imagination/taking things literally
Asperger’s syndrome –Student Voice
Alexander is 11 and was diagnosed with Asperger syndrome when he was nine. He attends a mainstream primary school with a minimum of help and is very bright academically, but he has some motor skills and social skills difficulties. He is very sensitive to noise, but has learned to cope. He only had one good friend at school who moved away two years ago.
Every SEND student is unique
Teach the Student not the Teach the Student not the LabelLabel
• The ‘Label’ will give you guidance for differentiation but will not give you the whole picture to support effective inclusive teaching
• Ask the student what helps or hinders their learning
• Collect perspective from parents or carers• Be prepared to experiment with approaches and
strategies and log positive or negative responses.
What am I?
• Link maths to relevant and practical contexts – shopping, eating out etc. • Use a ‘scaffolding’ approach – avoid rushing the student through a task. Break it down
into steps. Provide time for recap & consolidation at each stage and revisit the basic skills often
• Use small numbers when introducing new concepts. Gradually work up to higher numbers via short, small step tasks
• Use a variety of visual and kinaesthetic resources – objects, images and models. Allow the students to manipulate the resources
• Use a variety of visual and kinaesthetic resources – objects, images and models. Allow the students to manipulate the resources
Dyscalculia
What am I?
• Teach/use very clear classroom routines, e.g. lining up at the start, equipment check, students holding an object when it is their turn to talk.
• Use student’s name before asking a question or giving an instruction
• Set explicit and clear expectations e.g. how may lines to write, how many questions to answer, how long to listen (use timer)
• Avoid or explain metaphorical language and idiom like ‘pull your socks up’, ‘it’s raining cats and dogs’, ‘in a minute’
• Set tasks with clear goals (“Write three sentences on” rather than “Write about…”) and write worksheets in step-by-step form
ASD
What am I?
• Seat students in the middle at the front (first or second row), this helps them to use their hearing to listen to what you are saying.
• Sit the student next to peers they can work well with - they will need to ask questions from time to time, a helpful partner is worth their weight in gold.
• Try to have a quiet working environment
• Speak clearly with extended natural pauses
• Say the student’s name before asking a direct question or giving a direct instruction and indicate who is talking in a class discussion.
• Avoid clutter or busy displays around the whiteboard area
Visual Impairment
What am I?
• Seat student in an area of the classroom free from busy displays and distractions. Try to keep the area around the whiteboard / IWB ‘clutter free’
• During teacher-talk, allow the student to fiddle with a piece of blu-tac, rubber band, squeeze ball or another chosen object whilst maintaining eye contact
• Give instructions simply and clearly. Make sure the student is looking at you first. Check that he or she has understood them
• Try to seat the student well away from areas other students need to walk through. Also try to limit opportunity for them to ‘roam’ around the classroom (such as handing out books etc.)
• Use a timer to help the student complete a task in a specified period of time.
• Actively teach/use clear classroom routines, e.g. have all students hold an object when it is their turn to talk
ADHD
OFSTED – to be ‘GOOD’
Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, make good progress and achieve well over time.
Key Questions
Know your students!• Prior learning• Target level or grade• SEN or G & T• Skills and knowledge
required to reach or exceed target
Know where you want to go to
• What are your objectives for the lesson?
• ‘All’ ‘Most’ ‘Some’ ?• Support? • Extension: quality not
quantity• How will students be
grouped?
Differentiation – Progress for All
Most Common Types• By outcome• By task• By questioning• By support
Further Details
Differentiation by Outcome• All students complete same
task• The resulting work is at a
number of different levels reflecting the individual student’s ability (?)
• Examination task• Suitable in the teaching
process?• Best from students?
Differentiation by Task• Language• Activities• Teaching methods• Thinking processes
Differentiation by Questioning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Lower order thinking skills
Higher order thinking skills
Blooms Taxonomy
Differentiation by Support
• Some students need more help than others to complete the task
• The amount and degree of help provided can be differentiated to meet the needs of individual students
• This support can be provided by the teacher or by other adults
• The support could come from other students• ICT• An able pupil could be supported by an independent
learning package
Case Studies
• Task– You are teaching one of the lessons from the
schemes of work– You have been given a student profile– Complete the lesson plan to show how could adapt
the lesson to ensure that student makes good progress
Student Profile Lesson Plans
Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
Danny Durant (Adviser) and Julien Kramer (Director of Education)Worcestershire LEA
“Be positive
about my
presence
in the class”
Evaluation
THANK YOU FOR YOUR PARTICIPATION THIS EVENING
Next Steps
• What 3 things are you going to use in your next lesson?
• Can you reflect on something you have done/or seen a colleague do and suggest some changes?
