Teaching for Neurodiversity Engaging learners with SEND

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 identificationare widely recognised – identifying need at the earliest point and then making effective provisionimproves 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 Hannah

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 Hannah?

11. Social skills Sensitive Maths Focussed Motor skills Language skills Stamina Reading Attention

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 Hannah?

19. And what about your pupil?

20. Slow progress and low attainment do not necessarily mean that a child has SENand 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. Support academic language development

37. Teach organisational skills

38. Use assistive technology

39. Teach reading and proof reading techniques

40. Teach study skills and exam techniques

41. Exam Access Arrangements

42. Have high expectations

43. How would we support Hannah?

44. And how will you support your pupil?

45. What have we covered?

46. So….