Inclusive Learning for Students with SEND - a Twilight INSET Session

1. Inclusive Learning for Students with SEND- a Twilight INSET Session By Gareth D Morewood Director of Curriculum Support 2nd May 2012

4. What are we going to do? • This afternoon we will consider how specific pedagogical approaches and adjustments to the environment can enable learning for groups of learners with Dyslexia and Specific Learning Difficulties. • Consider our own subjects and strategies.

5. Does Every Child STILL Matter? • Being Healthy • Staying Safe • Enjoying and Achieving • Making a Positive Contribution • Economic Wellbeing

6. Barriers to Learning... • Curriculum content • Teaching styles • Inaccessible teaching materials • Inappropriate accommodation • Inappropriate peer grouping • Staff attitudes • Staff deployment

7. A Simple View of Reading... Language Comprehension G O O D Word Recognition Word Recognition GOOD POOR P O O R Language Comprehension

8. Reading Difficulties & Dyslexia ‘Schools had devoted a considerable amount of time to reading. However, few had developed a clearly articulated policy, based on a detailed understanding of how students become readers.’ Ofsted 2009: English at the Crossroads

9. Reading in my subject... • What do you think? • What about wider literacy needs? • Spelling/comprehension/understanding...?

10. To read fluently students need to... • recognise the letters instantly • assign sounds to individual letters and to combinations of letters • blend the sounds smoothly to make a word • recognise some high-usage words quickly • understand the significance of punctuation • recognise and use patterns in language to read and understand new words • simultaneously understand what they are reading as they read

11. What do students with Dyslexia need? Key Stage 1 - In Key Stage 1, all students will be learning to read and high-quality teaching, using systematic phonics, is the best approach for all – including those who may have an intrinsic difficulty. Key Stage 2 - Although many at this stage will have mastered basic word-reading skills, there will be a significant number still requiring explicit direct teaching. Key Stage 3 As access to the curriculum depends more and more on reading, literacy needs must be addressed in all subject areas. Students who are still grappling with the essential foundations need continuing explicit teaching at a level appropriate for each individual student.

12. A Simple View of Reading... Language Comprehension G O O D Word Recognition Word Recognition GOOD POOR P O O R Language Comprehension

13. To the current situation… • …..there is a renewed Ofsted focus for secondary schools re: what they are doing for students with weak reading. • The emphasis is on ‘reading across the curriculum’ – seeing reading as every teacher’s responsibility. • So, how can we help these young people across the curriculum? • The questions at GCSE in both Maths and Science use increasingly complex language. It is important that staff display Key Words, differentiate resources and tasks etc.

14. Further Assessment and CPD… • Dyslexia and SpLD Trust Framework www.thedyslexia-spldtrust.org.uk/professionaldevelopmentframework • WSF – 12th June 2012 • Self assessment and a personally tailored feedback report set against the framework

15. Finally… • What are your thoughts? • Partners meeting 10th May… • Developing whole-school provision…

16. Thanks for listening... Gareth D Morewood Director of Curriculum Support [SENCo] Priestnall School, Stockport www.gdmorewood.com