from i can't to i can: multisensory activities for inclusive classrooms 2015

From “I can’t!” to “I can!!!!” Multisensory

ELT for Inclusive Classrooms.

  1st Young Learners’ 1st Young Learners’

ConferenceConferenceBritish Council, ChileBritish Council, Chile

October 2015October 2015Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)

http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/

Questions for todayQuestions for today What is SEN? What do you believe about SEN? What is Inclusion? What do you feel about Inclusion? What are SpLDs? What do you really know about

SpLDs? What are multisensory activities? Do you feel confident to do them? How do we do them?

FromFrom I CAN’TI CAN’T

To To

I CAN!I CAN!

Think timeThink time

Special or SpecificEducational Needs

Identify SENsWhich ones do you encounter in your

classes?Think, Pair, ShareThink, Pair, Share

What are Special/Specific What are Special/Specific Needs?Needs?

Think time…Think time…

Difficulties

Talk TimeTalk Time

SuccessesSuccesses

Range of Specific NeedsRange of Specific Needs dyslexia DOD AHDD a physical challenge deafness school phobia a disease

(sometimes terminal)

cerebral palsy Down syndrome

Asperger’s autism poverty problems of

conduct disruptive

behaviour inadequate

adaptation to formal educational settings

immigrants

What do you know?What do you know? Listen and Match Listen and Match

Jonathan (17) DyslexiaJonathan (17) Dyslexia Samson (12) ADHDSamson (12) ADHD Natalia (19) Asperger’sNatalia (19) Asperger’s Krystal (18) DyspraxiaKrystal (18) Dyspraxia Gillian (21) DyscalculiaGillian (21) Dyscalculia

Multi-sensory activitiesMulti-sensory activities

SSPPIICCEE

DyslexiaDyslexia variable and often

familial problems acquiring

and processing own language

lack of proficiency in reading, spelling, writing

may affect spoken language

lack of phonological awareness

lack of letter/sound correspondence

use graphic stories use pictures use flash cards use mime and actions stress letter/sound

correspondence stress oral work over

writing lessen the stress achieve more moments

of success / Eureka! 

ADD and ADHDADD and ADHD (Attention Deficit Hyperactivity (Attention Deficit Hyperactivity

Disorder)Disorder) tiredness, lack of energy

short attention span poor concentration focussing or

completing tasks or being organised

problems in listening attentively

behave in an impulsive and hyperactive manner

not able to sit still or quietly

use pre-arranged warning signals

establish eye contact put up the menu discuss probs in

private instructions one by

one change assessment use energisers change activities often minimise distractions

SEBDs SEBDs (Social, Emotional and Behavioural (Social, Emotional and Behavioural

Difficulties)Difficulties) social relationships emotional problems behaviour disorders diverse and complex present great

challenges- frustration, helplessness and despair

must trust and bond with the teacher

enter into the community spirit of the classroom

games-comp, coll action and mime body language private

conversations

Asperger’sAsperger’s social situations making eye contact hard to make friends often hypersensitive

to noise and crowds focus strongly on

certain interests > expert on..

normal or above average intelligence

thrives on clear expectations and routine

write class schedule and time frames on board

use visuals, charts, colour coding, graphics

use comic strips/social stories, role play

prepare for any changes

find special gifts designate areas use ICT for writing use the magic circle

Using realia

Mark Mark FletcherFletcher

There There are no are no naughty naughty childrechildrenn

Four Little MonkeysFour Little Monkeys

General HintsGeneral Hints Celebrate diversity/variety/difference Cater for all learning styles/individual needs Ask two footed Qs/relate learning to

experience Use a menu for today showing the BIG

picture Develop a leadership style based on respect

and trust Go for positive group dynamics Make expected behaviours and attitudes clear Check in chunks

Let’s do some!

“A curriculum with flexible goals, methods, materials, and assessments that empowers educators to meet different needs.”

Joy Egbert

Multisensory EducationMultisensory Education

AffordancesAffordancesInterventionsInterventions

DifferentiationDifferentiation

Disability is part of the human condition. Almost everyone will be temporarilyy or permanently impaired at some point in life.

World Health Organisation 2011

Change Assessment Change Assessment ProceduresProcedures

Equality or Equity?Equality or Equity?

93 million children, up to 93 million children, up to the age of 14, live with a the age of 14, live with a moderate or severe moderate or severe disability. disability.

The state of the World´s Children – The state of the World´s Children – UNICEF 2013UNICEF 2013

““Children with Children with disabilities are among disabilities are among the world’s most the world’s most marginalized and marginalized and excluded children.” excluded children.”

World Health Organization – World Bank 2011World Health Organization – World Bank 2011

““Education should be Education should be inclusive at all levels and it inclusive at all levels and it should ensure equal access should ensure equal access

to the same general to the same general education offered to all.” education offered to all.” Convention on the Rights of Persons with Convention on the Rights of Persons with

Disabilities – 2006Disabilities – 2006

Schools and Schools and classroomsclassrooms

for All, with All at All for All, with All at All timestimes

Action Songs

Resourceless ClassroomsResourceless ClassroomsUse your best resources:Use your best resources:

You! You! Your Students!Your Students!

Multisensory ActivityMultisensory Activity

Exploding Myths!Exploding Myths! People with learning difficulties

cannot learn languages SEN students should be segregated

in Special Schools with specialist teachers

Including SEN students in mainstream classes brings down the standards of everybody

I need to be a SEN specialist to teach English to SEN students

To increase the presence, participation and achievement of all

learners

Stage Fighting

Making Visible Making Visible the Invisible the Invisible

andandGiving Voice Giving Voice

to the Voicelessto the Voiceless

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Thank you!!!Thank you!!!British CouncilBritish Council Susan HillyardSusan Hillyard

ssnhillyard@gmail.comssnhillyard@gmail.comhttp://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/