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Course 2: Inclusive Education

Supporting Learners with Special Educational Needs and Disabilities

You will need to use the reflection document here

This course gives practical ideas how to support SEND students

Key

Symbols used within the course

Enter to access the reflective document

Enter to access the reflective document

Unit 1

What is SEND?

Do Now Task Part 1 (DNA)

DNA - These are tasks that you create to start the learning at the beginning of the lesson.

How many acronyms do you know?

The field of special education is full of acronyms. How many of these do you think you know? Use the document on the parking symbol to record your ideas.

ADHD ASD CAMHS EHCPEP HI IEP LA MLD MSI OT

Answers - Click above

Answers: ADHD - Attention Deficit Hyperactivity Disorder ASD - Autism spectrum disorder CAMHS - Child and Adolescent Mental Health Services (CAMHS) - EHCP - Education, Health and Care (EHC) Plan EP- Educational Psychologist HI - Hearing Impairment IEP - individual Education Plan LA - Local Authority Plan MLD - Moderate Learning Difficulty MSI - Multi - Sensory Impairment OT - Occupational Therapy PD- Physical Disability PMLD - Profound and multiple learning disabilities (PMLD) PT - Physical Therapist

Outcomes

• Describe the challenges faced by students with Special Educational Needs and Disabilities • Consider implications for teaching groups including students with Special Educational Needs and Disabilities • Discuss strategies to support students with Special Educational Needs and DisabilitiesReflect on what you want to learn from these outcomes. Use the document to do this

What is SEND?

Write what you have learned from the clip on the document, use the parking symbol to gain access

8% of Children have some form of Dyslexia5% of Children have some form of ADD / ADHD6% of Children have some form of Dyspraxia12% of Children have some form of Scotopic Sensitivity1% of Children have some form of Austistic Spectrum Disorder

Public health england

Do any of these numbers surprise you?

Glossary

QUIZ

Can you match the defintions to the SEND?

START

Quiz

QUESTION 1/4

Students who are classified as this are affected by an impairment or immaturity of thr orgnisation of movement, often appearing clumsy. Gross and fine motor skills are hard to learn learn and difficult to retain and genralise. Students may have poor balance and co-ordination and maybe hesitant in many actions. Their articulation may aslo be immature and thier language late to develop.

MLD

ERROR!

SLD

ERROR!

Dyspraxia

NEXT

Quiz

RIGHT!

Quiz

QUESTION 2/4

Students who are classified as this have significant intellectual or cognitive impairments. Thi has major effect on their ability to participate in the curriculum without support. They may also have difficulties in mobility and co-ordination, communication and perception and the acquistion of self-help skills. They may also require teaching of self-help, independence and social skills. Some students may use sign and symbols but most will be able to hold simple conversations

PMLD

Dyscalculia

ERROR!

MLD

ERROR!

NEXT

Quiz

RIGHT!

Quiz

QUESTION 3/4

Students who are classified as this have a marked and persistent difficulty learning to read, write and spell, despite progress in other areas. Pupils may have poor reading comprehension, handwriting and punctuation. They may also have difficulties in concentration and organisation and in remembering sequences of words. They mispronounce common words or reverse letters and sounds in words.

Dyslexia

Dyspraxia

ERROR!

PMLD

ERROR!

NEXT

Quiz

RIGHT!

Quiz

QUESTION 4/4

Students who are classified as this may have difficulty in accquiring mathematical skills. Pupils may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures

MLD

ERROR!

Dyscalculia

Dyslexia

ERROR!

NEXT

Quiz

RIGHT!

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2/4

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4/4

Quiz

RESULTS

0 correct

1 correct

2 correct

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4 correct

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1/5 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat

2/5 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat

3/5 Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat

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Reflection: Pause and consider what you know now that you didn't know before the start of this unit. Add to the reflection document on the parking button

Unit 3

End of Unit

Think for a few seconds what have you learned so far in this unit? Record your reflections either in words or as a doodle in your reflective log.Share your log with a TLC or T&LIP for discussion or support.

UNIT 02

Do Now Task Part 2 (DNA)

DNA - These are tasks that you create to start the learning at the beginning of the lesson.

How many acronyms do you know?

The field of special education is full of acronyms. How many of these do you think you know? Use the document on the parking symbol to record your ideas.

SLT SEN SENDCo SLCN SLD SpLD TA VI

The Answer is........

Click on the parking button to find the answers

SLT - Speech and language therapist SEN - Special Educational Needs SENDCO - Special Educational Needs and Disabilities Coordinator SLCN - Speech and Language Communication Needs SLD - Severe learning difficulties SPLD - Specific Learning Difficulties TA - Teaching assistant VI - Visually impaired

  • This is not necessarily a question of general intelligence but a question of differences in how students learn.
  • These types of learners will be found throughout school – some will have developed coping strategies and have progressed to the higher sets.
  • However, research highlights that students with such difficulties typically find themselves in lower ability sets.

The reality

Pause for thought: If we know what type of Special Educational Need a student has, is that all the information we require to adequately support?Add them?

Add your thoughts in the reflective document

How do we find out about students’ Special Educational Needs?

An EHCP (Education, Health and Care Plan) is the legal document that sets out what a child or young person (0-25 years old) with SEN is entitled to in terms of support and provision. The EHCP for a child is multi-agency, which means it has input from service such as education psychologists, doctors, social workers etc. and is used across these, not just in the school.Task: What things will be included within this plan? write your answers in the document.

The EHCP covers 11 sections find out more above on

The EHCP covers 11 sections: A. Aspirations and goals of the young person B. Identified special educational needs of the young person C. Health care needs which relate to the young person’s SEN D. Social care needs which relate to the young person’s SEN E. Outcomes sought for the young person F. SEN provision G. Health care provision H. Social care provision I. Details of the school that the young person attends J. Personal budget due to additional needs of the young person K. Advice and information

How do we find out about students’ Special Educational Needs? Click above

What are your thoughts to this? add ideas in the document.

Think about what it’s like for students with SEND… some postives here

Thttps://www.trythisteaching.com/2019/10/dyslexiaawarenessweek/

Think about what it’s like for students with SEND…

Think about what it’s like for students with SEND…

What do you feel when watching this? How is it like a student with SEN...?Record your ideas on the document.

Changing your mind is a horrible thing. Think about it.

ASD and idioms - the statements we use are often difficult for students with SEND such as ASD .

  • Pull your socks up
  • Can I pick your brain?
  • The last straw
  • Driving me up the wall
  • Call it a day
  • Go the extra mile
  • Bite off more than you can chew

  1. Describe the challenges faced by students with Special Educational Needs and Disabilities
  2. Consider implications for teaching groups including students with Special Educational Needs and Disabilities
  3. Discuss strategies to support students with Special Educational Needs and Disabilities

Outcomes

Congratulations you have completed Unit 2

Complete the exit ticket within the relfective document.

Congratulations you have completed Unit 2 - use the exit ticket above.

Complete the exit ticket within the relfective document.

Unit 3

End of Unit

Think for a few seconds what have you learned so far in this unit? Record your reflections either in words or as a doodle in your reflective log.Share your log with a TLC or T&LIP for discussion or support.

UNIT 03

This unit is about some of the theory to help support SEND learners

Objectives

  1. Describe the challenges faced by students with Special Educational Needs and Disabilities
  2. • Consider implications for teaching groups including students with Special Educational Needs and Disabilities
  3. Discuss strategies to support students with Special Educational Needs and Disabilities

DNA Task 3

How does this image relate to what you have learned? Place answers in the reflective document

AUTHORS NAME

Consider implications for teaching groups including students with Special Educational Needs and Disabilities

Unit 3

Video

What key points have you learned from this clip? Record your ideas on the reflective document.

Unit 3

Further Theory

Bitesize theory on this link above

In-depth theory on this link.

Cognitive Load Theory

Source: https://mathagogy.wordpress.com/2016/02/03/germane-load-1-processes-and-their-names/

What do you think? Discuss your ideas in your reflective document

Strategies to Reduce Cognitive Load

There are strategies we can use to reduce cognitive load, click above to view.

Strategy 1 : Tailor lessons according to students' needs existing knowledge and skill Strategy 2: Use lots of worked examples to teach students new content and skills Strategy 3: Gradually increase independent problem - solving as students become more proficient Strategy 4: Cut out inessential information Strategy 5: Present all essential information together Strategy 6: Simplify complex information by presenting it both orally and visually Strategy 7: Encourage students to imagine concepts and procedures that they have learnt Further reading Use this link for further detail, right click link

Unit 3

cASE STUDY

Complete the case-study in the reflective document above

Answers

Answers Ryan - has difficulty reading social clues and understanding others’ emotions. He struggles to form relationships with peers and often becomes upset by comments made by other students. Ryan responds well to structure within the lesson works well with his regular 1:1 TA, Tina. Type of SEND learner ASD Challenges Work must be planned; routine cannot have off the cuff or unplanned sessions. May exhibit poor behaviour, short focus span, doesn’t always understand emotions of others around him. Strategies 1t1 support, clear directions and routines, seating plan, put in supportive group consistent. Needs to feel safe and secure. Give clear explanations no ambiguity. Daya – can be disruptive and is often absent from lessons. When Elise feels anxious, she will become withdrawn and refuse to follow instructions. Triggers for Elise include when she feels that tutors are ‘picking on her’ and if she feels that her peers se making fun of her. She has not formed many meaningful relationships during her time at school. Type of SEND learner Social, Emotional, Mental Health Difficulties Challenges Lack of confidence, refuses to participate, finds working collaboratively difficult, difficult to trust and accept help Strategies 1t1 support, advise counselling? Support via online working, not so tight deadlines, tutorials regularly. Refer for multi-agency support. Be aware of patterns of behaviour, triggers and reactions.

Click above

Answers Ryan - has difficulty reading social clues and understanding others’ emotions. He struggles to form relationships with peers and often becomes upset by comments made by other students. Ryan responds well to structure within the lesson works well with his regular 1:1 TA, Tina. Type of SEND learner ASD Challenges Work must be planned; routine cannot have off the cuff or unplanned sessions. May exhibit poor behaviour, short focus span, doesn’t always understand emotions of others around him. Strategies 1t1 support, clear directions and routines, seating plan, put in supportive group consistent. Needs to feel safe and secure. Give clear explanations no ambiguity. Daya – can be disruptive and is often absent from lessons. When Elise feels anxious, she will become withdrawn and refuse to follow instructions. Triggers for Elise include when she feels that tutors are ‘picking on her’ and if she feels that her peers se making fun of her. She has not formed many meaningful relationships during her time at school. Type of SEND learner Social, Emotional, Mental Health Difficulties Challenges Lack of confidence, refuses to participate, finds working collaboratively difficult, difficult to trust and accept help Strategies 1t1 support, advise counselling? Support via online working, not so tight deadlines, tutorials regularly. Refer for multi-agency support. Be aware of patterns of behaviour, triggers and reactions.

Unit 3

End of Unit

Think for a few seconds what have you learned so far in this unit? Record your reflections either in words or as a doodle in your reflective log.Share your log with a TLC or T&LIP for discussion or support.

Objectives

  1. Describe the challenges faced by students with Special Educational Needs and Disabilities
  2. • Consider implications for teaching groups including students with Special Educational Needs and Disabilities
  3. Discuss strategies to support students with Special Educational Needs and Disabilities

UNIT 04

Supporting Strategies

Unit 4

D.N.A - 4

Reflect and write three things you have learned so far in the three units. Add to your reflective document

In this unit we will be looking at further strategies to support SEND learners

Unit 3

More advice

Click above more detail

Supporting Strategies

1: Tailor lessons according to students’ existing knowledge and skill 2: Use lots of worked examples to teach students new content and skills 3: Gradually increase independent problem solving as students become more proficient4: Cut out inessential information5: Present all essential information together 6: Simplify complex information by presenting it both orally and visually 7: Encourage students to imagine concepts and procedures that they have learnt

Differentiation Strategies

See information by clicking above

Reflection

What do you know now you didnt know before....... record your ideas in the box in the doument

Unit 4

Practical Strategies - Students give further ideas

UNIT 04

My takeaway from this unit......

Write two things you are going to take away from this unit to use in your next class. Add to document above.

Objectives

  1. Describe the challenges faced by students with Special Educational Needs and Disabilities
  2. • Consider implications for teaching groups including students with Special Educational Needs and Disabilities
  3. Discuss strategies to support students with Special Educational Needs and Disabilities

Unit 3

End of Unit

Think for a few seconds what have you learned so far in this unit? Share your log with a TLC or T&LIP for discussion or support.

UNIT 05

Practical

Objectives

  1. Describe the challenges faced by students with Special Educational Needs and Disabilities
  2. • Consider implications for teaching groups including students with Special Educational Needs and Disabilities
  3. Discuss strategies to support students with Special Educational Needs and Disabilities

D.N.A 5

Write your top three tips you have learned from the last few weeks.. Write these in your document.

Using your reflective document look at each scenario and then:Write down what are the issues related to each scenario for students wITH SEND add strategies that could support learners further.You can email your answers to a TLC or T&LIP

Practical - Use the link above to gain access to the workstation document

Unit 3

End of the Course

Working with SEND students is quite a challenge. In order to make lessons engaging, teachers need to have a good understanding of learning difficulties, as well as a multitude of differentiated resources. On this link is a hand-picked a collection of booklets, strategies and hands-on activity ideas to help you create an inclusive classroom environment.. Above is a link for you to use to do further research. A document can also be found here

Unit 3

End of Course Reflection

.Complete the end of course quesitons below and send this to suebarry@northkent.ac.uk What have you learned from the course?What are you going to develop and adapt immediately in order to support your learners?

Objectives

  1. Describe the challenges faced by students with Special Educational Needs and Disabilities
  2. • Consider implications for teaching groups including students with Special Educational Needs and Disabilities
  3. Discuss strategies to support students with Special Educational Needs and Disabilities