Jacqui Webber-Gant SCRIP Online Training Project Officer training@onlineinset

1. Jacqui Webber-Gant SCRIP Online Training Project Officer training@onlineinset.net

2. Background to the Project. • Developed over the last five years by the South Central Regional Partnership (SCRIP) • Speech, language and Communication Needs course in association with ICAN was piloted in the Isle of Wight in 2001 • ASD course developed in 2005 and the Understanding and Managing Behaviour course is new for 2006

3. SCRIP decided to invest in creating rich multi-media elearning materials that would offer consistency and flexibility of delivery. Virtually all schools have broadband connected computers so training can take place locally by logging onto www.onlineinset.netand typing in the course password.

4. Advantages of elearning • For Service Delivery: • Course content that is written to engage students with an emphasis on practical solutions • Flexibility of course delivery • Whole school training can be offered which meets the training needs identified in the SIP • Appropriate learning is accessible to a broader range of staff • Tutors arrange face to face sessions where personal mentoring can be offered • Access through school IT suites • Tutors can keep track of progress with simple administration access • Content is reviewed annually • Parents are confident that staff will be able to respond to the needs of their child.

5. The role of the tutor • The tutor needs to gather a cohort of students • Leaflets and electronic fliers are available to help promote the courses and advertise the availability of the courses • Tutors arrange a number of face to face meetings (1-3) where students access the course using a school IT suite • The tutor gives an outline of course content and student expectations • The tutor helps students to register and log on during the first session (Pre-course registration is possible) • The tutor guides the students through the content and leads the discussion using the online Forums • The tutor decides how much additional participation a student needs to make to pass the course

6. Advantages of elearning for schools, teachers and LSAs • “Just in Time” learning that responds to immediate needs • Flexibility of access • The opportunity to collaborate with others dealing with similar issues • Immediate access to advice and support through forums and email • Materials presented to respond to different learning styles with use of animation, video case studies, quizzes and glossaries plus a resource section of printable materials • Students can work at their own pace

7. The courses that are available so far: Understanding Autistic Spectrum Disorders Understanding Speech, Language and Communication Needs “Every Child is Different” Understanding the SEN Code of Practice. Understanding and Managing Behaviour Coming soon: Understanding Visual Impairment. Understanding Hearing Impairment.

8. Each course has four sections: • Understanding …… • Assessment for Learning • Interventions • Case Studies

9. ASD and SLCN courses Section 1: Understanding • The objectives of this section are to • To raise awareness of the prevalence of the disability • To distinguish fact from fiction in relation to the condition • To raise awareness of the range of difficulties children with this need may experience • To raise awareness of the impact of these difficulties on curriculum access and social inclusion.

10. Managing Behaviour Course Section 1: Understanding • The objectives of this section are to • To agree what we mean by “challenging behaviour” • To raise awareness of different theories of behaviour • To understand how special needs can result in challenging behaviour • To understand how perceptions, experiences, feelings and thinking interact • To identify a variety of influences on behaviour • To understand how children can learn to misbehave • To raise awareness about two important aspects of a relationships

11. ASD and SLCN courses Section 2: Assessment for Learning • To gain knowledge of the rationale behind the assessment of skills in an educational context • To show how informal assessment can be carried out in the classroom • To develop a profile of a learner's strengths and needs in relation to their effective functioning in the classroom • To write three goals based on the assessments tools included for the young person they are supporting

12. Managing Behaviour Course Section 2: Assessment for Learning • To raising awareness of how negative thinking limits effective action • To focus attention on areas we can control • To identify aspects of the environment which can affect behaviour • To develop a range of strategies for changing moods • To raise awareness of the importance of establishing rules and routines • To develop strategies for analysing patterns of behaviour • To raise awareness about incentives and sanctions At the end of this section students work with their tutor to write three goals.

13. Section 3: Interventions ASD and SLCN courses • To introduce a range of tried and tested strategies to assist learners • To introduce a variety of practical suggestions for use in the classroom • To identify the strategies that will enable the goals written in section 2 to be achieved. • e.g. Goal: Help child with interpretation of body language and facial expression. • Intervention:Provide social stories relating to specific problems (ASD course)

14. Managing Behaviour Course Section 3: Interventions • To recognise positive thinking patterns • To raise awareness of the features of comfortable environments • To raise awareness of the influences on moods • To identify the common themes in interventions for SEN • To learn how to creating incentives and reducing sanctions • To emphasise the importance of being careful with attention • To increase the range of incentives and sanctions • To increase the range of effective communication strategies • To raise awareness of normal responses to stress At the end of this section students work with their tutor to write three interventions that set out what strategies are used to achieve the goals.

15. Section 4: Case Studies ASD and SLCN courses • To provide examples of a range of learners illustrating • the assessed needs of the individual • the interventions which have been put in place • the learners response to the interventions and progress being made.

16. Section 4: Case Studies Managing Behaviour Course • To provide examples of how schools have tackled a range of issues using video from Teachers TV • the assessed needs of the individual • the interventions which have been put in place • the learners response to the interventions and progress being made.

17. Each course is led by a course tutor. In traditional courses a tutor would normally prepare all the materials and deliver them through a lecture with supporting materials. Now the tutor is free to be able to facilitate learning through offering their professional expertise and experience to the students. Through the use of forums they are able to develop a mentoring role and also get students to share ideas and work collaboratively. Tutors write discussion questions and can also blend in additional tasks and activities for students to complete.

18. Course tutors need to attend a training the trainers day to learn how to administer the course and track student progress.

19. Tutors have administration tools that are easy to manage.

20. Forums Each course has the opportunity for tutors and students to communicate with each other through asynchronous discussions. The tutor is able to see what every student has contributed through the admin pages and easily track progress.

21. The Forum discussion area enables the social aspect of learning, where the tutor is able to open topics and give feedback.

22. Here is an example of a discussion question and some of the responses from an ASD course. " "If you would help me, don’t try to change me to fit your world. Work with me to build more bridges between us." Hopefully you will learn how to see the world through different eyes as you understand this disability. Do you think that we try to change children rather than changing how we do things to reach them? "

23. "I have found this a challenging topic when considering the teaching of music. As music specialist I end up teaching a number of ASD children some who have support and others who don’t. I have been thinking about how to meet them and adapt the music lesson to help them get as much from it as possible. There are a number of challenges - I am not their regular class teacher; we go to the music room; we often make a lot of noise; there are no chairs and tables. With one child last week I asked the TA to take him up before the lesson and talk through some of the things we were going to do. We also found out some of the percussion instruments he was prepared to play and then I could include him and encourage him to participate with the other children. I have therefore made a start at trying to meet him and see things from his view.“ CH Teacher.

24. "I found this quote very poignant and thought provoking. I feel that teachers try to ensure that every child in their class have equal access to the lessons they are giving with provisions made for children with differing needs. As a teaching assistant in the class i have the ability to focus on the autistic child encourage them to participate within their capabilities. I am still not sure if this is viewed as trying to change them or provide them with the confidence, tools and ability to join in with their peers.“ IR TA "I think this is perhaps easier as a teaching assistant than as a teacher who has the whole class to consider. I think this needs time and a special bond to be able to understand a child fully and find ways in which to communicate. A child with ASD needs to feel secure with someone and to make a connection with that person - trust would appear to be vital to them and a sense of security. To some extent it would be great if this phrase could refer to every child as we all have differing needs and ways of doing things - although obviously time and curriculum constraints don't necessarily allow this to happen! Every child really does matter!!“ KG TA

25. "I worry about this one. We all have a style of teaching that we feel comfortable with. I need to be able to make the necessary adjustments to my style in order to include any autistic children. I am aware that I ask children to think for themselves a great deal and this will not suit an autistic child. We like to think that we mould our children and I must be aware that autistic children do not react in the same way to suggestions. I must plan my work very carefully to bring out the best in an autistic child.“ JT Year 6 teacher

26. Here is an example of a discussion question and some of the responses from a Managing Behaviour course. Tutor""Some staff remain distant from pupils because they do not share any personal information." Do you tell students about yourself? Has this ever back-fired and become a problem? Can you remember anything personal about your own teachers when you were at school?"

27. I have always been open with the pupils I have taught because I believe strongly in building relationships with them. That requires a level of sharing. I also agree that there does need to be a certain distance between teacher and pupils because as I have explained to pupils, I am not their "mate" but I do care. I have worked in difficult schools and my approach hasn't backfired. If anything, it has helped as the pupils see I am human, I do care but that I also demand respect. A few years ago, I returned to the area where I used to teach and a young man jumped out of a car and rushed over to me. I recognised him as a pupil I had taught years before. He had found school hard and was often in trouble. I had got on well with him and taught him English. He was pleased to see me and said something that made me cry - 'Miss, you were the only teacher who cared about me and I want to say thanks.' That made all the hard work worth it. I had shared something of myself with him and he had valued that." JJ Secondary teacher

28. “I was advised when I started working in schools to tell the pupils nothing about myself. However I found that the pupils responded better if you allow them to see you as a human being as well as their teacher. I try to keep the information about myself to Sports, Hobbies , I wanted to show pupils that I also have a life outside of school. I steer clear of personal information although most pupils know I am engaged and my fiancés name but that is it.” PR teacher and now TA Secondary "I think with some pupils it is fine to disclose some basics, such as hobbies and music tastes, and others i might talk about family. However pupils do gossip and so i do keep quite distant from the majority of pupils. I think with the older year groups i tend to disclose more. When i was at school i remember gossiping about teacher's love lives and which teachers were having relationships/affairs etc i'm sure none of it was true!“ CP NQT teacher

29. Each course takes between 5 and 9 hours to complete. This is ideally spread over several sessions so that students get the opportunity to apply learning with the young people they are supporting. Course members are sent a certificate of online completion at the end of the course.

30. Costs: Support services that are within subscribing authorities are able to pass on a charge for the course. We suggest £50 per student, but this may need to be a course that had 10 -20 members to make it cost effective. Tutors would need to give at least two sessions for face to face meetings (4-5 hours) There would be an additional time commitment to advertise and contact interested schools. Tutors would need to give 15 minutes per person of administration time to read and respond to student contributions during the course and 15 minutes per person to sign people off the course.

31. These authorities have subscribed to OnlineInset: OxfordshireMilton Keynes Hampshire BuckinghamshireWokinghamWindsor and MaidenheadSloughReadingWest BerkshireBracknell ForestPortsmouthSouthamptonIsle of WightCoventry, Cumbria, SurreyEast SussexWest Sussex Brighton and HoveKent Gravesham ClusterEaling school clusterBarnet GloucestershireBristolNorth East SomersetPooleSwindonBournemouthWiltshire

32. Authorities using OnlineInset for Special School Outreach materials • At present we have two authorities where the Special School are the sole providers of this training in their authority. • Fosseway School and Three Ways School in North East Somerset • Brookfields School West Berkshire. • Both have approached this in a similar way by using the training with their own staff first. We have exemplars of the many flexible ways that this training is being used by different support services in the local authorities who are using it.

33. Outcomes • Increased flexibility and accessibility for training;schools have tailor made training and the opportunity for the specialist teacher to give specific support around School Improvement Plans. • Extending the reach and facilitating the role of the support services • Collaboration: e.g. school cluster groups/multi-agency work • SMART targets and interventions that can be reviewed to see where progress has been made with children • Materials that can be shared with parents • Good use of IT facilities in schools

34. The course “Every Child is Different “ is freely available at www.onlineinset.netThis course has excellent monitoring questions for heads, governors, teachers and SENCOs and is a useful tool for those preparing their SEF self-evaluation forms or for staff induction. Many Parent Partnership services are recommending these materials to parents. Every Child is Different Introducing the SEN Code of Practice