• https://www.youtube.com/watch?v=oCbrQp3MIwc

http://www.bing.com/videos/search?q=still+face&FORM=VIRE3#view=detail&mid=3E23AA562E7E6A2EC62C3E23AA562E7E6A2EC62C

Inclusion and supporting learners with SEN

Thursday 4th December

Led byDiane Greaves – Vice Principal - Greenacre

Verity Watts – Vice Principal – Springwell

Remove the label

See the child

Feed forward

Share what you have put in place from your last session…

Knowledge run around

Aims

• Feedback in groups from the feedforwardsession

• Know the EHC agenda and the implications for a mainstream classroom teacher

• How well do you really know and understand the children you teach?

• So what? What are the strategies you can implement?

• Now what? What next for your practice?

National context and the new EHC plans

‘All schools have duties under the Equality Act 2010 towards individual disabled children and young people’

‘Teachers are responsible and accountable for the development of pupils in their class… ‘

‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.’

Schools: guide to the 0 to 25 SEND code of practice

SEN support –a graduated approach

‘Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special education provision in place.’

SEN code of practice July 2014

4 part cycle

• Applying more detailed approaches and make parents aware of planned support and interventions

Intervention

Assess

Plan

Do

Review

Involving specialists

‘Where a pupil continues to make less than expected progress, despite evidence-based support and interventions… the school should consider involving outside agencies…’

Requesting an Education, Health and Care needs assessment

• If the child is not making progress in spite of interventions the school/parents can request an EHC needs assessment

• Before an EHC plan can be agreed, the local authority will need to see evidence of action taken by the school in the way of SEN support.

• Date everything as it can be used for evidence!

What the Disability Discrimination Act Says…

• Disability discrimination in education is unlawful. Schools must not treat disabled pupils less favourably than others. They must make “reasonable adjustments” to ensure that disabled pupils are not at a substantial disadvantage …

• It is unlawful for the body responsible for a school to discriminate against a disabled pupil by excluding him from the school, whether permanently or temporarily....

Mental Health and Behaviour in Schools

• ‘Where a school has identified that a pupil needs special education provision due to their mental health problems, this will comprise of educational or training provision that is additional to or different from that made generally for others of the same age.’

DFE June 2014

Are they just naughty children?

How well do you know your pupils?

Task:

List the pupils in your class who struggle to engage and you don’t know why or who have a condition.

At the side of each pupil make notes of the strategies you are already using.

One size fits no-one teaching

When we teach the same thing to all (students) at the same time,

1/3 already know it,1/3 get it

1/3 never will.

So 2/3 of the (students) are wasting their time.Scott Willis

Or, more importantly, YOU are wasting their time.

Or…pupil centred planning

What to consider?

• Literacy difficulties• Numeracy difficulties• ASD• ADHD• Attachment Difficulties/Social,

emotional and mental health difficulties • Dyslexia

Literacy difficulties• (Provide scaffolding) gap fill• Clozed activity• Multi-sensory props• Words and symbols• Writing frames• Help sheets• Words and phrases to piece

together (kinaesthetic)• Role Play, hot-seating etc• Immersive approach• Classroom Organisation (peer support)

Numeracy difficulties

Consider:

• Physical equipment – props, counters,etc

• Contextualise – know your students

• Purpose – what’s in it for me?

• Classroom Organisation

5 minute task

• Plan an activity for a pupil from your list taking into consideration the points just mentioned on shape, space and measure

If only it were that simple!!!

There is often even more to consider…

Task:

Watch Di’s teaching and give her advice on where she is going wrong.

Autism Spectrum DisorderNB – a lot of students with general learning

difficulties will benefit from strategies used for students with ASD

• Relationships – Show that you care and can be trusted BUT this doesn’t mean woolly boundaries

• Consistency and routine• Now, next and then • Visual cues• Preparation for change• Use of language• Imagination…• Purpose and relevance• HEALTH WARNING – what works for one child with ASD

may not work for another – Know your child!

What do you do when a child has been backed into a corner?

• Stop and think

• Give the child space and time

• Deflect

• Change face

• Provide limited choices (to give the child a get out)

• It’s not about winning

How many of you have pupils who..

• Shout out

• Can’t sit still

• Can’t focus

• Disturb others

So what do you do?

5 minute activity – consider your approaches for:

• Teaching

• Activities

• Classroom organisation

Insert you tube link

• http://www.youtube.com/watch?v=-xM1X7if3SU

ADHD

• Rules, routines, re-inforcement, rewards• Kinaesthetic/hands on/multi sensory• Brain breaks/stretches/exercises• Small chunk tasks• Limit instructions• Specific praise• Immediate rewards• Limited choices• Visual aids• Study buddy/social buddy• Seating arrangement

Looking at the world from another point of view

http://youtu.be/gwZLFTW4OGY

How do you know a pupil has traits of dyslexia?

What behaviours might they display?

Specific Learning Difficulties(Dyslexia)

• Multi-sensory approach (VAK) – children should be active participants involved in the learning experience. Drama/role play can be particularly effective

• Overlearning – repetition BUT in a range of contexts and situations

• Opportunity to access texts below their level – this supports their understanding of inference

• Learning through games• Reading/spelling/thinking buddy• Provide writing frames and key words to support tasks• Model the mental process – what are you thinking as you read

and write?

• Pale pastel backgrounds to whiteboard presentations

• Pale pastel paper (not white)• Coloured overlays for reading• Dyslexia friendly font (e.g comic sans)

• Structure, routine, short chunked up tasks

• HEALTH WARNING – what works for one child with SpLD may not work for another – Know your child!

Over to you…

• Plan a lesson on adjectives, focusing on a couple of pupils from your earlier list

• Take into account the strategies and approaches suggested.

• Work in pairs – each sharing ideas

Social, Emotional and Mental Health Difficulties

What does this include?

Attachment difficulties:

• Insecure avoidant

• Insecure ambivalent

• Insecure disorganised

Internal Working Model

Positive: I am loveableOthers can be trustedThe world is a safe place to beNegative:I am not loveableOthers cannot be trustedThe world is not a safe place to be

Characteristics of Attachment Difficulties

• They work very hard to control all situations, especially the feelings and behaviour of caregivers

• They relish power struggles and have a compulsion to win them

• They feel empowered by repeatedly saying ‘no’

• They cause emotional pain and sometimes physical pain to others

• They strongly maintain a negative self-concept

• They have a very limited ability to regulate their affect

Secure

Insecure/Organised

Avoidant Ambivalent

Insecure/Disorganised

Disorientated

Organised v’s Disorganised Attachment

Anxious Avoidant Children will

• Learn not to ask for help

• Act as if nothing is wrong when distressed

• These behaviours lead the carer to feel unwanted, not needed, so they back off and ‘deactivate’ their caregiving or ignore the child.

Strategies for Anxious Avoidant pupils:

• Focus on tasks not your relationship

• Left brain activities (sorting, organising)

• Pupils need to feel in control

• Choice of tasks

• Need to see big picture and tangible outcomes e.g. making something

• Peer teaching can work well

• Use of story as a projection tool – avoids discussing themselves

Anxious Ambivalent Children will:

• Act with exaggerated anger and need when distressed. These are provocative, noisy children who convey a baby state of helplessness

• These children can make the carer feel inadequate to soothe or meet the child’s needs

• Carers feel exhausted

Strategies forAnxious ambivalent pupils:

• Small step tasks to encourage independence

• Use of timers• Comments to reassure you are will get back

to them and when• Avoid doing their work for them• Transition object so they know you haven’t

forgotten them• Acknowledge their difficulty in doing

things independently

Anxious disorganised pupils will…

• avoid being cared for

• Try to remain in control and is self reliant, aggressive, rageful, bossy, fighting for control

• Make the carer feels helpless and angry so they are tempted to stop caring

Strategies for:Anxious disorganised pupils

• Clear structures, routines

• Visual timetables for all ages

• Prepare for any change however small

• Acknowledge with them how they feel about change

• Key worker to build a positive relationship with the pupil

Also refer to ‘Mental health and behaviour in schools’ DfE June 2014

Types of needs:• Conduct disorders: ADHD, ODD• Anxiety• Depression• Eating disorders• Substance misuse• Self harm• Post traumatic stress disorder

Some intervention strategies

• Working with/ involving parents• Nurture groups• Whole school working to nurture

principles• Boxall profiling to bridge developmental

gaps• Play based approaches inc play therapy

or filial therapy involving the whole family

Work to the six nurture principles:

1. Children’s learning is understood developmentally2.The classroom offers a safe base3.Nurture is important for the development ofself esteem4.Language is understood as a vital means of communication5.All behaviour is communication6.Transitions are significant in the lives of children

More pupils have complex learning difficulties

WithCLDD, we frequently see: ADD/ADHD

ASD

FASD

PMLD

Neurological difficulties

Prematurity

How Do We Define Complex Need?

CChildren and young people with complex learning difficulties and disabilities (CLDD) include those with co-existing

conditions (e.g. autism & attention deficit/hyperactivity disorder (ADHD)) or profound and multiple learning disabilities

(PMLD). However they also include children who have newly begun to populate our schools – among them those who have

difficulties arising from premature birth, have survived infancy due to advanced medical interventions, have

difficulties arising from parental substance and alcohol abuse, and/or have rare chromosomal disorders. Many may also be

affected by compounding factors such as multisensory impairment or mental ill-health, or require invasive

procedures, such as supported nutrition, assisted ventilation and rescue medication”

Common Mental Health Difficulties in CLDD.

• Anxiety Disorders (32-42%)

• Depression (30%)

• Oppositional Defiant Disorders (30%)

• Attention Deficit Hyperactivity Disorder (28-53%)

Engagement is key to progress

• Engagement profile and scale for looking at the level of engagement of pupils with complex needs

• http://complexld.ssatrust.org.uk/project-resources/engagement-profile-scale.html

Observation … A Key Factor

• Appearance & behaviour

• Speech or talk• Affect (non

reactive)• Mood• Thoughts• Perceptions• Cognition (alertness)• Insight

Where to look next?

• Report on Complex Learning Difficulties and Disabilities Research Project 2011

• Briefing packs with strategies for different special needs

• http://complexld.ssatrust.org.uk/project-resources/cldd-briefing-packs.html

• Further training materiaslswww.complexneeds.org.uk

An Integrated Approach to Intervention

FAMILY

SYSTEMIC & ENVIRONMENTAL

EDUCATIONAL

INDIVIDUAL

Feed forward task

• Choose a child to case study who is experiencing problems in engaging with learning – read their notes, background information and observe objectively to identify what their issues are. Choose appropriate to put in place and measure the impact.

Parting thought

‘If children don’t learn the way we teach, we will teach them the way they learn’

and at Greenacre to day

Come to the edge. He said.

We are afraid, they said.

Come to the edge, he said.

They came to the edge,

He pushed them… and they flew.

Essential ReadingBatmanghelidjh, C. (2006) Shattered Lives

Blackburn, C Carpenter, B and Egerton, J (2012) Educating Children and Young People with Fetal Alcohol Spectrum Disorders

Bomber, L. (2007) Inside I’m Hurting

Bomber, L. (2011) What About Me

Bomber, L. (2014) Settling to Learn

Boxall and Lucas, (2010) Nurture Groups in Schools

Brower, F 100 ideas fro supporting pupils on the Autistic Spectrum

Brown, S (2010) Play

Cumine, Leach and Stevenson Asperger’s Syndrome – A practical guide for teachers

Curran, A, (2007) The Little Book of Big Stuff About the Brain

DfE (2014) Special educational needs and disability code of practice: 0 to 25 years

DfE (2014) Mental Health and Behaviour in Schools

Delaney, M (2009)Teaching the Unteachable

Geddes, H (2010) Attachment in the Classroom

Gerhardt, S (2004), Why Love Matters

Hughes,L and Cooper, P (2007) Understanding and Supporting Children with ADHD: Strategies for Teachers, Parents and Other Professionals Paperback

Legislation.gov.uk Equality Act 2010

Pavey, B Mehan, M (2013) The Dyslexia Friendly Teacher’s Toolkit

Sunderland, M. (2006) What Every Parent Needs to Know