Inclusive Education

Course 2: Inclusive Education

Supporting Learners with Special Educational Needs and Disabilities

This course gives practical ideas how to support SEND students

You will need to use the reflection document here

Enter to access the reflective document

Enter to access the reflective document

Key

Symbols used within the course

Unit 1

What is SEND?

Do Now Task Part 1 (DNA)

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 EHCP EP HI IEP LA MLD MSI OT

Answers - Click above

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 Disabilities Reflect 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 / ADHD 6% of Children have some form of Dyspraxia 12% of Children have some form of Scotopic Sensitivity 1% of Children have some form of Austistic Spectrum Disorder

Do any of these numbers surprise you?

Public health england

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

SLD

Dyspraxia

Quiz

RIGHT!

NEXT

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

MLD

Quiz

RIGHT!

NEXT

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

PMLD

Quiz

RIGHT!

NEXT

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

Dyscalculia

Dyslexia

Quiz

RIGHT!

NEXT

Quiz

RESULTS

1/4

2/4

0/4

0 correct

1 correct

2 correct

3/4

4/4

3 correct

4 correct

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)

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

The reality

• 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.

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

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

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

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

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

Outcomes

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

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

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

AUTHORS NAME

Unit 3

Video

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

Unit 3

Bitesize theory on this link above

Further Theory

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.

Unit 3

cASE STUDY

Complete the case-study in the reflective document above

Answers

Click above

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 proficient 4: Cut out inessential information 5: 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.

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

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