Moderate Learning Difficulties - a high incidence need

1. Moderate Learning Difficulties - a high incidence need National SENCO Award Endeavour House 25th January 2013 Sue Weeks West Suffolk Special Schools' Outreach Service

2. Aims To consider: • What is MLD? • Assessment and expectations • What makes an impact? • Supporting mainstream colleagues • Where to get advice and support West Suffolk Special Schools' Outreach Service

3. Percentages of primary type of need among pupils aged between 7 and 11 years at School Action Plus in 2009 1 4 2 Which needs? 3 Children with special educational needs 2009: an analysis (DCSF Oct 09). West Suffolk Special Schools' Outreach Service

4. Percentages of primary type of need among pupils aged between 7 and 11 years at School Action Plus in 2009 Percentages of primary type of need among pupils aged between 12 and 17 years at School Action Plus in 2009 SpLD MLD SLCN BESD Children with special educational needs 2009: an analysis (DCSF Oct 09). West Suffolk Special Schools' Outreach Service

5. What is MLD? What are the characteristics of a pupil with MLD? Talk and make a list as quickly as possible – 3 mins! West Suffolk Special Schools' Outreach Service

6. Characteristics of MLD – pupils will have: • attainment well below expected levels in all or most areas of the curriculum, despiteappropriate interventions, and • much greater difficulty than their peers in acquiring basic literacy and numeracy skills and understanding concepts DfES 2003 West Suffolk Special Schools' Outreach Service

7. Characteristics of MLD – pupils may also have: • associated speech and language delay • low self esteem • poor concentration, and • underdeveloped social skills West Suffolk Special Schools' Outreach Service

8. Characteristics of MLD – pupils may need support with: • understanding instructions and tasks • sequencing • co-ordination • personal organisation • memory West Suffolk Special Schools' Outreach Service

9. Impact of MLD – pupils may: • have low levels of self-esteem and motivation, • be resentful, refuse to attempt new work, • be over-reliant on teaching assistants to help them with tasks, • need much encouragement and praise. West Suffolk Special Schools' Outreach Service

10. Assessment and Expectations West Suffolk Special Schools' Outreach Service

11. Using P-scales • Small steps towards achievable targets • Appropriate expectations • Independent working • Celebration of success West Suffolk Special Schools' Outreach Service

12. Above P-scales …. but below age related expectations • Letters and Sounds Assessments • York Assessment of Reading Comprehension • Sandwell Maths Assessment • BEAM Diagnostic Interviews in Number Sense • Boxall Profile, PIVATS, CASPA PHSE Levels West Suffolk Special Schools' Outreach Service

13. Other factors ….. • Hearing • Vision • Receptive vocabulary (BPVS) • Non-verbal Reasoning (Naglieri) • Memory (Digit Memory Test) • Self-esteem (Rosenberg Scale) • Mindset West Suffolk Special Schools' Outreach Service

14. What makes an impact in the classroom? • Inclusive teaching strategies, including TEACHER feedback • Teacher’s knowledge of the ‘whole’ pupil • Accurate assessment • Achievable learning outcomes planned • ‘Quality’ interventions West Suffolk Special Schools' Outreach Service

15. Building skills Structured, ‘quality’ interventions or programmes: • Short, daily sessions • Lively, motivating delivery • Clear indicators of progress • Opportunities to practice skills in class • Celebrations of success • How much teacher time does the pupil have? West Suffolk Special Schools' Outreach Service

16. Supporting colleagues • Pupil profile • Inclusive teaching strategies • Staff development ……..cultural change…….. West Suffolk Special Schools' Outreach Service

17. Memory – auditory and visual What makes it easy to remember things? What makes it difficult? West Suffolk Special Schools' Outreach Service

18. Memory – auditory and visual 1. Be relaxed Before 2. Believe in yourself 3. Switch on to learning 4. Actively use all senses During 5. Exaggerate the facts 6. Make links After 7. Revise-Revisit-Recall West Suffolk Special Schools' Outreach Service

19. Supporting Working Memory What is the purpose of the task? Is it meant to be a memory test? West Suffolk Special Schools' Outreach Service

20. Supporting Working Memory • Gain pupil’s eye contact/attention • Use vocabulary and concepts at a level the pupil can understand • Reduce working memory loads • Make sure tasks are clear • Encourage the requesting of forgotten information • Focus on important information, regularly review • Sustain attention by using multi-sensory approach, realistic pace of work, chunking information etc • Use word tree, mind mapping, icons, photos and other visuals/memory aids West Suffolk Special Schools' Outreach Service

21. Supporting colleagues Given the characteristics of an MLD profile – What strategies can you advise colleagues to build into their lessons to increase accessibility? What resources would be useful to support learning? West Suffolk Special Schools' Outreach Service

22. Strategies • Differentiated outcomes/tasks • Small steps, clear focus, structure • Multisensory approach with visual/concrete aids • Simple, familiar language with repetition West Suffolk Special Schools' Outreach Service

23. Aids and support Opportunities for: • clarification/checking understanding • pre-tutoring, especially of vocabulary • use of visual prompts/reminders • use of ICT, physical equipment • TA support West Suffolk Special Schools' Outreach Service

24. Remember to ….. Recognise and celebrate each small achievement West Suffolk Special Schools' Outreach Service

25. Sources of help and support • LA team • Lead Practitioners, AS Teachers • Specialist provision/Outreach Services Lowestoft - The Ashley School (KS1&2) www.ashleyschool.co.uk West Suffolk Special Schools’ Outreach Service www.specialschoolsoutreach.org.uk West Suffolk Special Schools' Outreach Service