Supporting Pupils with SEND in the Classroom

1. 2.1 SEND in the classroom Generic content 1 hour 15 mins. • Session outcomes: • describe a range of needs related to the SEND Code of practice • articulate strategies to support pupils in areas of need • Links to TDF: TS5 Adapt teaching to respond to the strengths and needs of all pupils • Context: • Trainees were introduced to SEND at the SNT Training Day at Sheffield Hallam University and are beginning to plan for SEND in lessons. This session is designed to reinforce understanding of SEND, linked to The Code Of Practice; trainees will examine pupil profiles, reflect on implications and decide on strategies. • Resources : Pupil profiles – copy of word document with 6 profiles – one profile per pair / group of trainees plus one grid to complete. • Links to other sessions: • Overcoming barriers SEMH • Overcoming barriers EAL • Scaffolding to support lower attaining pupils

2. TTT 2.1 SEND in your classroom @TeachFirst @teachfirstuk

3. Do Now: 2 mins “Write the date and today’s objective.” What do pupils need to do this?

4. Session Outcomes By the end of this session you will: • Have recognised high incidence SEND in pupil profiles and considered how to address it • Have reflected on SEND in your classroom • Have considered how to plan for pupils with SEND in upcoming lessons

5. Teacher Development Framework • TS 5 Adapt teaching to respond to the strengths and needs of all pupils • A • Take steps to gather and interpret available information about pupils’ needs and the school’s policies and procedures for supporting them • Respond to advice from others in relation to addressing pupils’ needs • B • Take some steps to address pupils’ barriers to learning in planning • Use a variety of strategies to scaffold pupil learning within lessons • Respond to advice in addressing pupils’ needs and work with support staff/other professionals where appropriate

6. Do Now: Write the date and today’s objective • 1st октябрь2019 • To improve прогрессfor учеников with SEND. 1st October 2019 To improve progress for pupils with SEND. What skills are needed to do this?

7. Good teaching for SEND is good teaching for all pupils. CARTER “Effective differentiation does not mean having several different lesson plans for one class. Teachers should address pupils’ misconceptions and use questioning to address differences in understanding.” CARTER “Teachers should enable lower achieving pupils to address critical gaps, make quick progress and keep up. Strategies may include provision of additional tutorial support and practice outside the lesson.” CARTER It is unrealistic to expect that all work in all lessons is always matched to the specific needs of each individual. WILSHAW

8. If this is the answer … • 1. 1.28 million • 1a How many children in the UK have an identified SEND? • 2. 66% • 2a What percentage are boys? • 3. 40% • 3a What percentage have MLD and SpLD? • 4. 17% • 4a What percentage have SEMH? • 5. 5 million • 5a How may UK adults are functionally illiterate?

9. Data

10. SEND Categories • Cognition and Learning • Social, emotional and mental health • Communication and Interaction • Sensory and / or physical needs

11. Quality First Teaching • highly focused lesson design with sharp objectives • high demands of pupil involvement • high levels of interaction for all pupils • appropriate use of teacher questioning, modelling and explaining • an emphasis on learning through dialogue Good teaching for SEND is good teaching for all pupils. • pupils accept responsibility for their own learning • authentic praise to engage and motivate pupils (DCSF, 2008)  

12. The Graduated Approach

13. Multi-sensory learning

14. Pupil profiles

15. Connor Jayden Aisha Grace Nishtar Reece

16. Jade Y10 SEND:

17. SEND: Jade Y10

18. SEND: SEMH Jade Y10

19. In pairs:Complete a pupil profile

20. Complete a profilefor one of your pupils

22. Evaluation Please take a few minutes to complete an evaluation of today’s training http://bit.ly/TFTime2Teach(case sensitive)

23. She’s the TA! She arrives late or doesn’t turn up at all, then talks over me all the time ….s….he Good heavens! Don’t put up with that – keep her in at break. Why ever not? Hmm … I’m not sure I can do that ...

24. Working with TAs

25. What can TAs do? • 1. Read to students? 2. Assist with planning? • 3. Work with individuals? 4. Work with groups? • 5. Prepare worksheets? 6. Assist with referrals? • 7. Work in the classroom? 8. Mark books? • 9. Work in another room? 10. Write for students? • 11. Simplify tasks? 12. Manage behaviour? • 13. Attend meetings? 14. Advise on SEND 8. Mark books X

26. Maximising TA impact • Use TAs to add value to what teachers do, not replace them • Use TAs to help pupils develop independent learning skills and manage their own learning • Ensure TAs are fully prepared for their role in the classroom • Use TAs to deliver high-quality one-to-one and small group support using structured interventions • Adopt evidence-based interventions to support TAs in their small group and one-to-one instruction • Ensure explicit connections are made between learning from everyday classroom teaching and structured interventions • The evidence in the report is crystal clear: poor TA deployment has a negative impact on attainment; effective TA deployment can have positive impacts.

27. Forming effective relationships with TAs

28. Types of SEND

29. Cognition and learning • general / moderate learning difficulties (GLD / MLD) • specific learning difficulties (SpLD) – e.g. dyslexia, dyscalculia, dyspraxia • severe learning difficulties (SLD) • profound and multiple learning difficulties (PMLD).

30. MLD Issues: • understanding instructions / tasks • sequencing • coordination • organisation • memory Strategies: • pre-teaching • multi-sensory approaches • ‘tracking back’ • focusing on relevant content • structured support

31. Dyslexia - characteristics

32. Dyspraxia - characteristics • poor at PE • short concentration span • constant fidgeting • spatial difficulties • difficulty in learning new tasks • poor organisational skills • plays "class clown" • poor short term memory • impulsive • literacy difficulties • failure to respond to instructions • looks untidy • displays behavioural difficulties

33. Intervention for SpLD-friendly learning: • Use multi-sensory teaching and learning methods • Use structured approaches such as mind-mapping • Plan alternative ways of recording e.g. drawing, diagrams, video, annotated photographs • Plan peer groups to support SpLD students • Don’t correct every mistake – focus on one or two skills • Give out home-learning well before the end of the lesson; make independent study guides available during the lesson • Set realistic targets with the student

34. Intervention for literacy-friendly learning: • Limited copying – particularly from the board • Clear presentation of materials – font 12-14 • Check readability • Limited use of block capitals • Use writing frames • Print out extended learning tasks; give out early! • Allow extra time • Allow choice in reading aloud • Think about groupings

35. Social, emotional and mental health • Attention Deficit Hyperactivity Disorder ADHD • Attention Deficit Disorder ADD • Obsessive Compulsive Disorder OCD • Oppositional Defiance Disorder ODD • Tourette’s Syndrome TS • Eating disorders • Anxiety , depression and other mental health issues • Environmental and family issues

36. SEMH - characteristics • withdrawn and isolated, disruptive and disturbing • hyperactive and lacking concentration • immature social skills • challenging behaviours arising from other complex special needs ADHD - characteristics • general inability to concentrate – home and school • disruptive behaviour and poor academic performance • actively seeking attention • risking personal safety • repeating the same offences • seeing punishment as a method of gaining attention.

37. Intervention for SEMH friendly learning:

38. Communication and interaction • speech, language and communication needs (SLCN) • autistic spectrum disorders / conditions (ASD / ASC)

39. Communication - characteristics • Limited eye contact • Poor turn-taking and difficulties in starting and ending conversations • Problems in staying on-topic in a conversation • Difficulties in understanding or responding to feedback from the listener or conversation partner • Difficulty in using language to negotiate in discussions or arguments

40. Autism(Greek ‘autos’ = self) • KannerAsperger Wing • Triad of impairments: • Problems with social interaction • Impaired language and communication skills • Unusual patterns of thought and physical activity • 75% of people with autism have learning difficulties • People with Asperger’s have greater cognitive ability • A small number of people with autism have a savant skill

41. Strategies for autism-friendly learning: • Routines • Prepare for changes to routine • Be clear: ‘I would like you to sit on your chair at your desk now please’ rather than ‘Sit down’ • Teach safety phrases e.g. ‘Are you pretending?’ ‘ I need some help now.’ • Use additional visual clues to aid understanding e.g. a visual timetable with photographs or symbols • Explain metaphors, idioms, sarcasm etc

42. Sensory and/or physical • visual impairment (VI) • hearing impairment (HI) • multi-sensory impairment (MSI) • physical disability (PD) Think STEP Space Task Equipment People

43. Deaf Awareness: ncds.org.uk HI pupils may: Teachers should: speak at their normal pace and volume stand in the light signal who is speaking reduce furniture noise provide written copies of notes make spelling aural and visual use dvds / videos with subtitles use role play use pre- and post-teaching (TA) ssk the pupil what works best for them • have associated language deficit (in spite of fluent speech) • rely on lip-reading • need more time to process information • not access ‘casual’ learning • lose sounds e.g. ‘s’ in speech and writing • tire easily • be socially isolated

44. Key message Reading

45. 1. When a dolphin gets trapped in the nets of a fishing boat, it is in serious trouble. • 2. The doctor arranged for Nick to be quickly transferred to hospital for his stomach pains to be investigated. • 3. The eruption of volcanoes can cause immense columns of ash to be ejected high into the atmosphere.

46. Comprehension • Model your thought processes as text develops ‘I think …’ ‘I wonder’ • Recognise difficult text – talk through how you unravel it • Make recordings of key parts of the lesson available on the VLE • Pre- and post-teach with TA or peers in tutor time • For non-fiction: • I read the title or heading and see how it fits with what I know • I read the first two sentences to get the main idea. I highlight important words • I read the rest of the text and to find more evidence and highlight that in another colour • I summarise the main ideas to myself and jot them down

47. Vocabulary

48. Vocabulary builders: • Let pupils hear more advanced vocabulary from you and their peers • Display word maps and key words and use them to prompt discussion; use for starters, plenaries and reading aloud together • Spaced and interleaved practice • Starter / plenary games e.g. Articulate Hangman Splat Blockbusters

49. Writing

50. Write in sentences • Refer to your school’s Literacy Policy • Sentence starters – gradually reduce over time • Insist on complete sentences when appropriate • Don’t accept unchecked work