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Dynamic teaching support for young children withlearning difficulties and their familiesJane Williams aa Birmingham Local Education Authority , United KingdomPublished online: 06 Aug 2007.

To cite this article: Jane Williams (1999) Dynamic teaching support for young children with learning difficulties and theirfamilies, Research in Post-Compulsory Education, 4:2, 149-159, DOI: 10.1080/13596749900200050

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Research in Post-Compulsory Education, Volume 4, Number 2, 1999

Dynamic Teaching Support for Young Children with Learning Difficulties and Their Families

JANE WILLIAMS Birmingham Local Education Authority, United Kingdom

ABSTRACT Educating a son or daughter who has learning difficulties is likely to be a lifelong responsibility for many parents who find themselves in this situation. This practice-based paper explores the nature of effective teaching support and how it may be offered to parents. Flexible support which meets the needs of the child and the family at the beginning of this journey, aims to build confidence and skills which will be invaluable along the way. The priority of the specialist teacher, working to support the parents or carers of very young children with learning difficulties, is to build a relationship based on mutual trust and understanding with the parents. This relationship acknowledges that parents and teachers have different but equivalent expertise and provides the best opportunity for the teacher to work directly with the child as a ‘trusted adult’ within the family. By getting to know the child and how he learns, the visiting teacher can work with the child’s family to develop the optimum learning environment for the child within the home. As relationships evolve, a range of techniques can be sensitively developed into a cohesive approach to help the child learn within the family context. Part of this work is recorded on an Individual Educational Plan (IEP), which aims to summarise the priorities of the parents alongside the advice offered by all the professionals involved with supporting the child. The visiting teacher must be aware of the dangers of being overly prescriptive when advising families about teaching specific skills, at the expense of nurturing interactions and relationships within families. The potential for developing practice in working in collaboration with parents is recognised. Further research into effective schemes is necessary to inform future service provision on a national scale.

Background and Context

Children supported by the visiting teacher for children with learning difficulties are under five years old and are not usually attending any educational nursery provision. Children are referred either with parental consent, or by their

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parents, because their development is significantly delayed in two or more areas, for example, thinking and learning and language development. Referrals are often received from health visitors who may have concerns following routine screening or by paediatricians following up on the observations of a parent, general practitioner or other professional. Other referral routes are varied and include referrals from child development centres, educational psychologists, physiotherapists and teachers amongst others.

At the time of referral, the full extent or precise nature of the child’s difficulties may well not be known. The child may be described by others as having global developmental delay or delay in specific areas which has triggered concern. Where the child shows features or behaviours which relate to a specific syndrome, a diagnosis may have been made, such as in the case of Down’s syndrome, cerebral palsy or other less well known conditions such as West’s syndrome. However, even where a diagnosis has been made, the impact of the condition on the child’s learning and development is by no means certain. What is certain, is that appropriate stimulation and nurturing of the child’s emerging skills at this vital early stage, will improve the child’s opportunities to be an independent learner and therefore his life chances.

Once a referral has been made, the challenge for the visiting teacher is to provide teaching and support which is both respectful and dynamic. The teacher must be aware at all times of the child, the family relationships and style, whilst working dynamically to enhance and develop the child’s opportunities for learning. All the possibilities for providing a service in the home stem from the quality of the relationship with the family and with the child. Parents need to fundamentally trust the visitor to the home to access the support offered. Trust begins to grow when the teacher is able to demonstrate that the individual needs of their family and child are accepted.

The starting point in this relationship has to be a humble acknowledgement that the teacher is not and cannot be an expert about this child. The child’s parents and family are the experts here. As Carpenter (1997b) comments, living for 24 hours a day with a child with a disability brings lessons that no professional course of training can ever hope to teach.

For teachers new to this role, an induction programme designed to develop practice and skills is vital. Even for experienced teachers with a strong background in special education in the early years, this is a fundamental change of approach. In a special school or nursery the parent has given the teacher direct responsibility for the child before teaching commences, by leaving the child in their care. Significantly, parents have also experienced the statutory assessment procedures which examine in detail their child’s special educational needs. So parents of school-aged children are usually beginning to understand the nature of their child’s difficulties and the impact these may have. This is unlikely to be the position of parents of babies and young children around the time concerns about the child’s development are beginning to be expressed. Working with children and parents effectively at home requires sensitivity, particularly as parents learn more about their child’s difficulties.

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This then is no task for the faint-hearted but rather an opportunity for the teacher to work towards being a trusted supporter of the child and family. Initially for the teacher this can be daunting, with the burden of expectation weighing heavily. However, over time the teacher is usually able to make valuable contributions which impact on the whole family’s well being. For, as Burke & Cigno (1996) assert, the well-being of children is closely tied to that of the adults who care for them.

Establishing Practice

During initial visits to the child and family, the teacher discusses the nature of the teaching and support on offer and seeks to establish a working pattern to each visit. It is important to acknowledge that whilst the aim of the visits is to support the family, for some families having a visitor to the home can in itself be stressful. Many parents have talked about this later on, with comments such as ‘I don’t have to hoover every time you come now I know what you are like!’. The teacher must demonstrate approachability and flexibility early on to build up a supportive relationship. The timing of visits is an important item to discuss: the teacher must find when it is and is not convenient to visit, within the parameters of the teacher’s own working day. For example, the teacher is not able to visit on Sunday afternoons, as has been requested. The child may need to attend a number of hospital or clinic appointments and visits also need to fit around family routines such as the child’s nap time.

Many parents of a young child with learning difficulties are involved with a number of professionals, all of whom support the child according to the practices of their particular discipline. This has the potential to be a highly confusing situation. Unfortunately, as the parents are often the only ones who see all these professionals, the onus is on them to coordinate and interpret the diagnoses, advice and comments they receive. As a practitioner interested in the child’s learning and development in all areas, the teacher can help by linking directly with other involved professionals in order to support the integration of various therapies, into the child’s home-life. Within the context of these contributions it is important to clarify for parents the specific role of the visiting teacher; namely to work with the child’s family to develop the optimum learning environment for the child, within the home.

The focus of the teacher’s work is the child’s learning and development and support for the family is offered within this context. Particularly during the initial visits and as relationships develop, the teacher will need to be honest and realistic about the nature of the support that can be offered. There may be a mismatch between what can be offered to the family and what they would like to receive. This occurs particularly where the family is awaiting other support such as social work support or where, perhaps for cultural reasons, the family is unable to fully recognise what appear to be subtle differences in the role of professionals. For example, a mother may be confused about the difference between the role of the visiting teacher and the health visitor and ask for advice

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on antenatal issues. Initially some parents wish to talk in detail about the concerns about their child’s development or about a diagnosis. Others wish to urgently ‘get on with getting some help’ for their child and have told their story exhaustively to a number of professionals by the time the teacher arrives. Either of these positions and individual responses in between must be accommodated. For some families information about other agencies who offer additional support may be indicated.

Teaching Support and Assessment

Optimum use is made of time during a visit to the child and family. Plans for each visit are made, detailed open records kept of the activities carried out and summaries of discussions are made. At the start of each visit it is important for the teacher and the parent to have an update on the child’s progress. Any relevant family developments and items the teacher may have been following up, can be discussed. This is important because although the child’s home may remain the same, the learning environment which is created by the family may change fundamentally depending on what else is happening within the family. A holistic approach to delivering teaching and support needs to recognise this and respond accordingly.

Teaching support for the child begins with a period of joint assessment with the family, lasting several weeks. This involves the teacher interacting with and getting to know the child and his likes, dislikes and needs. Sensitivity is crucial here. It may be that the family see the full extent of their child’s needs for the first time through the assessment and, as a parent commented on an assessment made by another professional, ‘I felt like I was the one being tested’.

Paradoxically, it is often at this stage that the teacher comes under most scrutiny whilst parents check out that this visitor is to be trusted working with their child. The teacher must balance the need to approach the child sensitively to build up a mutually satisfactory relationship, with their own need to demonstrate to the family that they have something to contribute. Specific developmental skills are recorded on Visiting Teacher Service (VISTA) checklists and screens. These are enhanced by notes about the child’s attention and involvement with activities, the amount of adult support offered and the child’s functional use of skills in everyday activities.

Individual Educational Plans (IEPs)

In the field of special education the use of individual programmes to map out the skills to be taught to a particular child has been established practice over many years. With the implementation of the Code of Practice on the Identification and Assessment of Special Educational Needs (Department of Education [DfE], 1994), the Individual Educational Plan (IEP) has become a tool which is used to support children with special educational needs in a wide

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variety of settings. The IEP is a planning document which describes a child’s short-term learning needs and the special arrangements to meet them.

Following the completion of baseline assessment of the child’s abilities, ideally in different settings, all the key adults working to support the child suggest target skills to make up the IEP. The child’s family are encouraged to contribute skills they would like to see their child develop and the visiting teacher usually acts as IEP coordinator liaising with other professionals to record their priorities for the child as targets. In the home setting a well constructed IEP includes activities which can become part of everyday family routines, recorded clearly and simply. Suggestions are offered informally and through LADDER (learning and development, details, examples and resources), parent information sheets on developing and generalising learning skills. Targets used are specific, measurable, achievable, realistic and timed (SMART) to enable a consistent approach to be adopted and a clear evaluation of success to be made. The IEP is reviewed every three months allowing the child’s progress and the effectiveness of the intervention to be evaluated.

There are concerns about the IEP becoming the focus of early intervention work with the child and the family. Undoubtedly such formal means of recording the way in which the child’s needs are to be met are important and indeed form a necessary part of the statutory procedures which assess a child’s special educational needs, prior to school placement. Once the IEP is written though, the visiting teacher has dual priorities of bringing the IEP to life, within the family setting and safeguarding the value of pleasurable spontaneous play and interaction, for the child and family. The visiting teacher must be aware of the dangers of being overly prescriptive when advising families about teaching specific skills, at the expense of nurturing interactions and relationships within families.

Interactive Approaches

Recently, researchers have begun to generate discussion about the specific content of successful early intervention services. For example, Mahoney et al (1998) working in the USA, conducted a detailed analysis of the data from four early intervention studies. The conclusions drawn were that lasting effects on child development were not likely to occur, however intensive the intervention offered, unless parents modified their style of interacting with their child as a result of the intervention. The parental interaction style which was associated directly with significant positive developmental outcomes for children was that of responsiveness. These findings appear to challenge the content of many early intervention programmes, particularly those which are based upon a child-focused, directive teaching model. However there needs to be close examination of how this more relationship-focused model impacts on the development of children who have learning difficulties before far-reaching changes in practice are indicated. As the authors of the study conclude, ‘the value of this literature is more likely to emerge from serious enquiries focused on discovering both the

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potential and limitations of parent-child processes as a basis for developing and evaluating intervention strategies and procedures.’

The Effective Early Learning Project (EEL Project) (Pascal et al, 1997) has provided a structured and rigorous approach for early years practitioners, to evaluate the effectiveness of their own practice. Interest in the project has been national, with practitioners focusing on both dimensions of quality and the interactive processes operating within their setting. Close attention is given to the level of child involvement and adult engagement in activities through observational scales. Adaptations to the EEL Project evaluation scales have been drafted to enable the principles to be applied directly to the approaches of the teacher working with young children with learning difficulties in the home context. Through participation in piloting these new materials, adaptations to refine effective visiting teacher practice are anticipated.

Teaching Approaches

The development of practice away from dependence on the more rigid behaviourist approach to teaching, much favoured in the 1970s and early 1980s, towards a more interactive approach continues to be exciting. As a result of this, the visiting teacher is able to use a range of approaches and techniques drawn from experience and research, to provide a cohesive strategy to help the child learn a variety of skills within the home setting. For example, work with a child with an autistic spectrum disorder may initially begin with a non-directive approach, where the adult ‘mirrors’ the child’s activity, however bizarre, seeking to establish a link for the child between his own world and the adult. Work with a child who has few verbal skills may focus on using music to develop an interest in expressive language and turn-taking. The visiting teacher may use musical instruments to generate musical conversations with the child or sing impromptu songs made up from the sounds the child does make.

Specific teaching strategies used appropriately remain valuable. Research mainly led by the Down’s Syndrome Educational Trust (Bird & Buckley, 1994) suggests that children with Down’s syndrome learn best from information presented visually, rather than from auditory information alone which they find particularly difficult to process. Accordingly, one of the approaches used with children who have Down’s syndrome, may involve an adult or another child modelling new skills in context and supporting their acquisition with appropriate verbal or gestural prompting. The adult’s or child’s role in this situation is to help support and sustain the child’s interest in the activity, whilst maximising his opportunity to be successful through adaptations to the activity. A number of benefits can be achieved for the child through this approach. For example showing a child how to match coloured balloons onto a board game beforehand, may enable him to be included with his peer group during a group game. Phasing out any prompts given is a priority since the aim of teaching, even at this very early stage, is to encourage the child to develop independent learning skills such as attention, problem solving and self-motivation.

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Holding the child’s individual needs as central, a variety of techniques are used with the child and thereby demonstrated to parents and families. The aim of this work is to enable parents to develop skills which they will be able to use confidently to help their child learn as he moves through childhood into adulthood. During visits the teacher will highlight relevant successes by commenting during the visit or as written notes are made at the conclusion of the visit. Teaching can be most effective when the parents are able to feedback during the next visit how they found working with their child on a particular activity, or other ways in which the child has responded or developed skills. The way in which each family chooses to become involved in a teaching programme for their child is unique and is dependent upon a myriad of factors which often compete with each other. Involvement is by no means static and families have the option to be more or less involved according to priorities. However, since the child’s family know the child best and set up and manage his learning environment, unless the efforts of the visiting teacher are directed towards embedding useful teaching strategies in the child’s everyday life, the child’s best interests are not being best served.

Challenges of the Visiting Teacher Role

Provision of this type of teaching support to a number of children in a large urban area which has a diverse population, raises a number of interesting challenges. The issue of access is fundamental and can be explored from a number of perspectives. Children and families are given access to the service regardless of their gender, race, socioeconomic status or ethnicity. This means visiting teachers must have knowledge, awareness and sensitivity to a wide range of child raising practices and the skills to work effectively with interpreters and link workers. On an individual basis, the access needs of a family must also be met in terms of acceptable teaching approaches and the provision of clear and jargon-free information. Other challenges may include encouraging families to value their own contributions to their child’s learning and developing an awareness of the importance of early years’ education in general.

The practicalities of delivering teaching support in homes are challenging and excellent map reading and time management skills are prerequisites! Perhaps the greatest challenge of all however lies within the inherently isolating nature of the role. Opportunities to discuss cases with colleagues on a day to day basis are few. This is intense work conducted away from the supportive atmosphere of a school staff room and without the convenience of a well ordered classroom with resources to hand. Formal support for staff is provided through two caseload review meetings per year conducted by a service manager. The purpose of the meetings is to provide a forum for discussion of individual cases and to support staff in developing their work through joint monitoring and evaluation of practice. Other opportunities for discussion are offered by colleagues and managers as requested.

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Finally: the challenge of liaising with other professionals was discussed earlier. Given that many of these professionals are also delivering services in the community, the difficulties of maintaining regular liaison with a number of different professionals for a caseload of children may be imagined.

Developing the Role of Parents as Sustaining Educators

Over the past 20 years there has been a major shift in the practice of those providing services to young children with special educational needs, towards providing more family-centred services. Parents are invited to work more in partnership with professionals and have become increasingly active in developing services and support groups through a number of national and local voluntary agencies. However further opportunities to work with parents to develop their role will be missed if debate and resources are not targeted towards addressing a number of issues in early intervention work.

Most professionals would cite working collaboratively with parents as an important part of their work and many set up workshops and other initiatives for parents. Despite this, the focus of most professionals supporting children and families, is direct intervention with the child according to their particular discipline. Activities with parents are not given the priority that working with individual children has and are often viewed as extras to be run where time permits. We may now be in the position where providing parent education within the context of a child and family centred approach should be given a higher priority, particularly for teaching services (Mahoney et al, 1999).

The Professional Development of Visiting Teachers

It is evident that a successful visiting teacher requires a high level of competency in a number of skills which were not taught as part of an initial training course to teach children with learning difficulties! Many of the skills needed would perhaps have been provided as part of health visitor or social work training such as counselling, multi-cultural child rearing practices and time management. Other skills such as developing good interpersonal skills and maintaining a friendly but professional approach come with experience.

The Visiting Teacher Service has to meet the highly specific training needs of staff working in homes with families and provide teachers with the opportunity to maintain and develop their specialist skills, in order to offer up to date advice and practice.

New staff follow an extended programme of induction which focuses heavily on shadowing experienced staff in a range of settings. The professional development needs of all staff are evaluated and recorded in a professional development plan, completed annually. In order to develop staff skills in a number of areas, the service often provides ‘in house’ training within the context of the service and divisional development plans. This is perceived by

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staff as a valuable benefit of being a service provided by the Local Education Authority, as relevant training would otherwise be difficult to find.

Support from the Local Education Authority (LEA)

Within many of the recent educational, social services and health service initiatives developed by the government, there has been a spotlight on the importance of supporting young children’s learning and development in the early years. Crucially this has been accompanied by a recognition that for very young children whose development is causing concern, support is often provided by a number of different agencies. Recently service developments therefore are beginning to be driven by multi-agency working such as that within the Early Years Development and Childcare Partnerships. A plan is required from this partnership detailing how a coherent approach to service provision will be effected. There are many opportunities for collaborative working which stem from these plans. However these depend upon support services such as the Visiting Teacher Service remaining within the LEA.

Government Policy

One pertinent government policy appears to be a move towards further devolvement of budgets, away from LEAs directly into schools. Acknowledgement of the need to maintain some services within the LEA to meet the special educational needs of children has been made. However the potential to expand and develop services offered to parents to include more training is likely to be limited.

Although the value of early intervention schemes is acknowledged both anecdotally by families and in the literature, we have yet to see a coherent national policy which ensures all families of children with a learning difficulty have access to an appropriate scheme. Evaluation of practice is carried out by individual services but there remains a paucity of relevant research carried out in Britain to evaluate the range of different early intervention schemes. Informed debate needs to be led by the Government, with contributions from parents, to offer comment on the success criteria for such schemes and future developments of provision.

This is especially needed since the development of early intervention schemes, such as that provided by the Visiting Teacher Service, has been a response to local needs rather than part of any national strategy. Schemes may be funded by education services, health services or voluntary agencies. A significant factor here is that the provision of teaching support for children under five with learning difficulties, whilst being almost universally acknowledged as good practice, is not statutory for any LEA. As a result of this provision of services is patchy and is rarely equitable across neighbouring areas.

Some progress towards enhancing early intervention provision may be made through the new cross-departmental initiative ‘Sure-start’. Sure-start aims

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to add value to services for children under four and increase educational outcomes for children in deprived areas. Providing support for children with special educational needs (SEN) and their families is an important strand of ‘Sure-start’. Projects will be focusing on meeting local needs creatively, it will be interesting to note how many projects will include early intervention schemes for children with special educational needs and the evaluations which are made of these schemes.

Conclusions

Educating a son or daughter who has learning difficulties is likely to be a lifelong responsibility for many parents who find themselves in this situation. Many professionals will offer support along the way but it is unlikely that any individual professional will be available continuously from the child’s babyhood into adult life. Flexible and responsive support which meets the needs of the child and the family at the beginning of this journey should be available. Support offered by early intervention schemes must focus on building family confidence and the development of approaches and skills which will sustain the child’s lifelong learning. A government policy to make national provision of such schemes a priority must be pursued.

Correspondence

Jane Williams, Visiting Teacher Service, Birmingham LEA, Vauxhall Gardens, Barrack St, Nechells, Birmingham B7 4HA, United Kingdom (jane_williams@birmingham.gov.uk).

References

Bird, G. & Buckley, S. (1994) Meeting the Educational Needs of Children with Down’s Syndrome: a handbook for teachers. Southsea: University of Portsmouth, Sarah Duffen Centre.

Burke, P. & Cigno, K. (1996) Support for Families. Aldershot: Ashgate Publishing.

Carpenter, B. (1997a) Early Intervention and Identification: finding the family, Children & Society, 11, pp. 173–182.

Carpenter, B. (Ed.) (1997b) Families in Context: emerging trends in family support and early intervention. London: David Fulton.

DfE (1994) Code of Practice on the Identification and Assessment of Special Educational Needs (J022465NJS/94). London: Central Office of Information.

Mahoney, G., Boyce, G., Fewell, R., Spiker, D. & Wheeden, C. (1998) The Relationship of Parent-Child Interaction to the Effectiveness of Early Intervention Services for At-Risk Children with Disabilities, Topics in Early Childhood Special Education, 18, pp. 15–17.

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Mahoney, G., Kaiser, A., Girolametto, L., MacDonald, J., Robinson, C., Safford, P. & Spiker, D. (1999) Parent Education in Early Intervention: a call for a renewed focus, Topics in Early Childhood Special Education, 19, pp. 131–140.

Pascal, C., Bertram T. & Ramsden, F. (1997) Effective Early Learning: phase 3 final report. Worcester: Amber Publications.

Visiting Teacher Service, Learning Difficulties Team (1986) and (1993) VISTA: Visiting Teacher Assessment For Pre-School Children With Special Educational Needs Parts 1 and 2. Birmingham Education Department.

Visiting Teacher Service, Learning Difficulties Team (1997) LADDER (Learning And Development, Details, Examples and Resources): parent information sheets. Birmingham Education Department.

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