1 / 9

Dual or Multiple Exceptionality (DME)

Dual or Multiple Exceptionality (DME). Presented by Val Hazell – val.hazell@hertscc.gov.uk Sue Blow – sue.blow@hertscc.gov.uk. Outline of Workshop. Identification Provision Possible next steps for improving conditions for learning for pupils with DME in your school.

gary-stuart
Download Presentation

Dual or Multiple Exceptionality (DME)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dual or Multiple Exceptionality (DME) Presented by Val Hazell – val.hazell@hertscc.gov.uk Sue Blow – sue.blow@hertscc.gov.uk

  2. Outline of Workshop • Identification • Provision • Possible next steps for improving conditions for learning for pupils with DME in your school

  3. What is Dual or Multiple Exceptionality (DME)? Who is this workshop about? ‘A child with Dual or Multiple Exceptionalities (DME) is highly able and also has some kind of difficulty. It is likely, but not definite that the difficulty will hinder the effective expression of their high ability.’ Taken from: G&T education: Helping to find and support children with DME. DCSF: 00052-2008 BKP-EN

  4. Reflection Can you think of a child/student in your school who may have DME. Q. How has the school responded to their needs? Q. What difference has this made?

  5. What do schools need to doto create the right conditions? IDENTIFICATION PROVISION

  6. What do schools need to do to create the right conditions? • Raise staff awareness • Adapt the learning environment to unleash potential • Ensure provision meets all the needs of the pupils with DME • Have high expectations • Listen to pupil voice • Focus on strengths in addition to learning needs

  7. Activity Reflect on these questions: Share your thoughts with a colleague.

  8. Possible Next Steps 1. Check that provision allows children’s strengths to be recognised and nurtured 2. Ensure liaison between G&T Co-ordinator and the SENCo / INCo 3. Look at SEN/G&T policies – do they use the term DME 4. Use a range of methods for identification – Could you have missed pupils who have hidden gifts/talents? 5. Further information on course: (High Barriers - Hidden Talents 19th May in the morning)

  9. Resources • ‘Gifted and Talented Education-Guidance on dual or multiple exceptionality’ DCSF: 00061-2007BKT-EN • G&T education: Helping to find and support children with DME. DCSF: 00052-2008 BKP-EN • Websites: www.thegrid.org.uk/learning/g&t www.thegrid.org.uk/learning/sen

More Related