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Teaching for Neurodiversity Engaging learners with SEND

Teaching for Neurodiversity Engaging learners with SEND. Working together to empower educators to cater for Special Educational Needs. Specialist skills. Advanced skills. Core skills.

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Teaching for Neurodiversity Engaging learners with SEND

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  1. Teaching for NeurodiversityEngaging learners with SEND Working together to empower educators to cater for Special Educational Needs

  2. Specialist skills Advanced skills Core skills

  3. All schools should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person. • SEND Code of Practice 6:14

  4. Breaking the ice!

  5. Teaching for NeurodiversityPart 1: Seeing the whole picture Working together to empower educators to cater for Special Educational Needs

  6. Meet Sebastian

  7. Seeing the whole picture

  8. Strengths oral communication resourcefulness visualisation empathy practical skills creativity perseverance sensitivity motivation honesty global thinking long term memory problem solving visual-spatial awareness

  9. reading telling the time memory orientation organisation word retrieval automaticity processing arithmetic motor skills attention visual stress spelling social skills estimating Challenges

  10. What about Sebastian?

  11. Sensitive Estimating Attention Empathetic Visual stress Friendly Reading

  12. Your pupil

  13. Teaching for NeurodiversityPart 2: Understanding neurodiversity Working together to empower educators to cater for Special Educational Needs

  14. So what is neurodiversity?

  15. Neurodiversity is a concept where neurologicaldifferencesare to be recognized and respected as any other human variation. These differences can include those labelled with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others. • neurodiversitysymposium.wordpress.com/what-is-neurodiversity

  16. SpLD & Neurodiversity

  17. The Combined SpLD Checklist

  18. What about Sebastian?

  19. And what about your pupil?

  20. Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. • Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. • SEND Code of Practice (6.23)

  21. Teaching for NeurodiversityPart 3: Classroom support strategies Working together to empower educators to cater for Special Educational Needs

  22. The purpose of identification is towork out what action the school needs to take, not to fit a pupil into a category…..The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well-evidenced intervention targeted at their areas of difficulty and where necessary specialist equipment or software. • SEND Code of Practice (6.27)

  23. Boost self-esteem

  24. Understand challenging behaviour

  25. Motivate

  26. Teach metacognition

  27. Use positive language

  28. Use multisensory techniques

  29. Give one instruction at a time

  30. Make text reader friendly a b c d e f g h i j k l m n o p q r s t u v w x y z A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 1 2 3 4 5 6 7 8 9

  31. Allow ‘think time’

  32. Reduce memory load

  33. Keep your language simple

  34. Encourage alternatives to handwriting

  35. Support gross motor skills

  36. Teach organisational skills

  37. Use assistive technology

  38. Have high expectations

  39. How would we support Sebastian?

  40. And how will you support your pupil?

  41. What have we covered?

  42. So…

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