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Phil Dexter, British Council Teacher Development Adviser
Special Educational Needs –equality and quality in education provision
Celebrating Diversity in Learning
Medical Model Social Model
Social and Medical model of disability
Support agencies
Social workers
Occupational therapists
Educational
psychologists
special schools
Medication
Child centred
approaches
Start from individual
strengths
Focus on access to
curriculum
Integration for the
benefit of the individual
and all learners
How we define special education needs
Children have a learning difficulty if they have a much greater difficulty in learning than the majority of childre n of the same age. Or a disability which may hinder their ‘achie vement’ age. Or a disability which may hinder their ‘achie vement’ compared to children of the same age.
Special educational needs is also be used as a term for children who need extra provision because they have abilities significantly ahead of their peers.
The ‘average’ child??
Language Processing – teacher
intervention
5
Which of these children do you think may have a Special Educational Need?
0-2% 2.1%-4% 4.1%-6% 6.1%-10% 10.1%
0-2% 2.1%-4% 4.1%-6% 6.1%-10% 10.1%
Sweden Austria Belgium (Fr) Belgium (Fl) Iceland
UNESCO Report on recognised SEN needs 2009
Sweden Austria Belgium (Fr) Belgium (Fl) Iceland
Italy (2008) Cyprus Czech Republic Lithuania
France Denmark Estonia
Greece Germany Finland
Poland Hungary Norway
Portugal Ireland Slovenia
Spain Netherlands
UK England UK Wales
UK Northern Ireland
UK Scotland
Labelling is for…………………………
not
Top 10 tips and approaches towards inclusive teaching and learning
Whatever the policy teacher intervention matters
‘The difference that can make the difference’
1. Celebrate Diversity
� Recognition that we are all different and how this is
additive to the learning process
�Positive things that each
person brings
� Supporting collaborative
environment - a ‘mistake’ is a
gift to the class or group
Learning differences & Neuro-diversity
2. Clear and achievable learning outcomes
� Ensure learning outcomes are clear and understood by everyone
� Measurable outcomes
� By the end of the ……the learner can…..
Waves of Intervention
in United KingdomWave 1
Quality inclusive teaching.
The learning needs of all the
children in the classroomchildren in the classroom
Wave 2
Specific, additional and time-limited
interventions for some children
Wave 3
Targeted provision for children
requiring specific intervention/support
What does this mean for schools and teachers? SENCO
Provision Mapping and Individual Education PlansLearning Needs
Provision mapping IEPsboth
Provision mapping IEPs
Needs of all learners are identified
Additional support to groups of Learners
Standards across school raised
Whole school plan – all teachersInvolved in monitoring and review
Teachers often have to change
School plan is made
All teachers are involved
strategies reviewed &
plans revised
Only the needs of learners with SENs are identified
Extra help is provided to individuals
Not all teachers are involved in theplanning, monitoring and review –learners views and choices
Individual plans made – learners strengths identified
Learners often need tochange
3. Start from what is already known
� Always link the subject
matter and the learning to matter and the learning to
something that the
learners already know
about and understand
What can you recognise?
4. Remove Clutter
� Remove clutter and the confusion that detracts
from learning from learning
Learners who may have difficulty with classroom learning include
• Dyslexia
• A(D)HD
Co-occurring
• A(D)HD
• Dyspraxia
• Autistic spectrum
• Receptive / Expressive language
Classroom learning differences are a natural part of the diversity of ways of learning
Identification looks at:
• Classroom behaviours
• Short Term & Working Memory
Cognition and learning
• Short Term & Working Memory
• Processing speed and sequencing
• Storage and retrieval in memory
• Understanding and manipulating information
• Literacy and mathematics
• Motor Skills
• Family history and social situation
Long-term
memory
Working memory
5. Scaffolding
Visuals &
Use of first language
Level 3In most of my reading•I can use a range of
strategies in new texts which helps me
Scaffolding strategies
Visuals &
Realia
small group/partner workSentence structure/ startersI know……… because ……..
Connect to background knowledge
Graphic organisers
which helps me understand
Level 2In some of my reading • I know and can read
key words.• I can read aloud in an interesting and lively way taking note of punctuation.
6. Differentiate
� Take account of the learning needs
and plan differentiated approaches and
enables all learners to participate enables all learners to participate
and learn
� Differentiation involves providing different learning routes for everyone based upon their learning needs but focused on achieving similar standards
� Differentiation can based on task, response or content
Differentiation
ContentVocabulary – what do you see? – what is beyond what y ousee? Various tenses – when did it happen/will happen?see? Various tenses – when did it happen/will happen?Complexity of storyTaskReading – focusing on one or more charactersShorter or longer activitiesResponse requiredExtent of responseEnvironment – where to sit/walk around
Our drawing – our text
Holistic and analytical thinkersTrees or forests?
7. Accessibility/access needs planned and catered for
� environmental factors ensuring physical conditions allow
for inclusion and equality of access to learning –
reasonable adjustmentreasonable adjustment
� Specific learning access needs
- braille versions or screen readers.
- dyslexic friendly fonts
- visual/audio resources for individuals
with speech and language difficulties
Using Technologies
� choice of language
� optional display
� large spaces
� short communication
8. Multisensory and multi-modal approaches
A multi-sensory example
9. Ensure appropriate space for the Learner’s voice
� Listen to and act on what the learner wants
� Actively encourage a collaborative and cooperative approach?
� Practical and purposeful steps towards a ‘learning centred’ approach
Are you in a state for learning?
Where would you place yourself now/today?
______________________________________________
What’s on your mind?
Selective MutismMy personal story
Stammering and Anxiety - Introducing myself in front of class- or answering questions- or answering questions
Words beginning with specific sounds/p/, /b/, /th/, /f & ph/, /k/ /t/,/d/, /s/ or numbers – seven, twenties, fifties
Unhelpful help - Teachers (or classmates) finishing words/sentences – telling me to relax and speak slow ly!!Inconsistent approach to inclusion in lesson – sometimes asking questions. Misunderstanding talking to other in class
Personal StrategiesPersonal Strategies
• School and professional support
• Avoidance strategies –• Avoidance strategies –avoiding specific sounds
• making notes before speaking
• Use of visual media technology - email, texting, blogging
power point - online learning
10. Assessment for learning
Assess for learning as well as assessment
of learning
�Collaborative and continuous
� Involves learner in setting own
targets and measuring progress
� Credit for what someone can do!
� Positive and achievable
� Self and peer assessment
KW(H)L Chart
What I know What I need to know? How I will find out? What I have learnt?
2 stars and a wish
• For peer assessment, ask students to give two stars and a wish.
• Two stars = 2 things that are good
• about the piece of work
• A wish = something they can improve
• to make it even better
• *The learners could give the teacher 2 stars and a wish+ assessment of what was learnt
Self, peer and teacher assessment
My self-assessment
10/40
My mark
(10)
Teacher assessment Teacher’s mark
(10/40)
Knowledge, subject content
6
Knowledge, subject content
5
Participation
Behaviour
What I learnt
Total:
4
7
8
25
Participation
Behaviour
What I learnt
Total:
6
5
8
24
Reflect and consolidate 3…….2…….1
3 things I remember3 things I remember
2 things I can use in other classes
1 thing that surprised me
Top 10 Hits Inclusion Lens
Support principles leading to inclusion
� Inclusive approach – access to curriculum through a mainstream or special school?
� Whole school policy - SENCO� Whole school policy - SENCO
� Professional support and coordination
� Full parental involvement
� Child centred decision making
� Peer and buddy support
Special Educational Needs (SEN) course contents
� Special Educational Needs Portfolio� Introduction to Special Educational Needs� Dyspraxia� Visual, Hearing and Physical Impairment� Visual, Hearing and Physical Impairment� Attention Deficit Hyperactivity Disorder� Autism Spectrum Disorder� Dyslexia� Gifted and Talented Learners� Inclusive assessment approaches� Speech and Language Difficulties� Social, Emotional and Behavioural Difficulties� Multicultural Influences and the Impact on Learning
Difficulties
TeachingEnglish Special Educational Needs aims to:
raise awareness
identify & overcome overcome
inform
promotepromote
guide
support
Assessed tasks in portfolio
1a) What do you think the main problems might be with the teacher’s seating plan?(1 or 2 bullet points)(1 or 2 bullet points)
1b) What do you think the main problems might be with the teacher’s instructions? (1 or 2 bullet points)
2a) How is the teacher feeling towards Ahmed and why is this a problem?(2 or 3 bullet points)
2b) How is the teacher reacting towards Ahmed and why is this a problem?Think about what the teacher is the saying and doing, when the teacher is noticing Ahmed, how the teacher is viewing Ahmed’s behaviour and what the teacher is noticing about Ahmed.(3 or 4 bullet points)
• one hour of work
Assessed tasks in portfolio
• one hour of work• eight successful tasks required for certificate• certificate includes grade and signature
A Final thought
A woman dreamed she walked into a brand-new shop in the marketplace
“What do you sell here?” she asked
“Everything your heart desires”, was the reply
Hardly daring to believe what she was hearing the w oman decided to ask for the best things a human being could wish for
“I want peace of mind and love and happiness and wi sdom and freedom from fear,” she said. Then as an afterthought, she added,
“Not just for me. For everyone on earth.”
The salesperson smiled, “I think you’ve got me wrong, my dear,”
“We don’t sell fruits here. Only seeds.”
If we can plant seeds then anything is possible…………….
