Inclusive Education

This course gives practical ideas how to support SEND students

You will need to use the reflection document here

Supporting Learners with Special Educational Needs and Disabilities

Course 2: Inclusive Education

Enter to access the reflective document

Enter to access the reflective document

Symbols used within the course

Key

What is SEND?

Unit 1

ADHD ASD CAMHS EHCP EP HI IEP LA MLD MSI OT

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.

How many acronyms do you know?

Do Now Task Part 1 (DNA)

Answers - Click above

• 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

Outcomes

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

What is SEND?

Do any of these numbers surprise you?

Public health england

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

START

Can you match the defintions to the SEND?

QUIZ

Dyspraxia

SLD

MLD

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.

QUESTION 1/4

Quiz

RIGHT!

Quiz

NEXT

MLD

Dyscalculia

PMLD

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

QUESTION 2/4

Quiz

RIGHT!

Quiz

NEXT

PMLD

Dyspraxia

Dyslexia

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.

QUESTION 3/4

Quiz

RIGHT!

Quiz

NEXT

Dyslexia

Dyscalculia

MLD

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

QUESTION 4/4

Quiz

RIGHT!

Quiz

NEXT

4 correct

3 correct

2 correct

1 correct

0 correct

RESULTS

Quiz

4/4

3/4

2/4

1/4

0/4

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

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 .

End of Unit

Unit 3

UNIT 02

SLT SEN SENDCo SLCN SLD SpLD TA VI

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.

How many acronyms do you know?

Do Now Task Part 2 (DNA)

Click on the parking button to find the answers

The Answer is........

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.

Add your thoughts in the reflective document

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?

The EHCP covers 11 sections find out more above on

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.

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

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

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

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/

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

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

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

Complete the exit ticket within the relfective document.

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.

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 .

End of Unit

Unit 3

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

UNIT 03

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

Objectives

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

DNA Task 3

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

AUTHORS NAME

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

Video

Unit 3

In-depth theory on this link.

Bitesize theory on this link above

Further Theory

Unit 3

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

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

Strategies to Reduce Cognitive Load

Complete the case-study in the reflective document above

cASE STUDY

Unit 3

Click above

Answers

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 .

End of Unit

Unit 3

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

Objectives

Supporting Strategies

UNIT 04

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

D.N.A - 4

Unit 4

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

Click above more detail

More advice

Unit 3

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

Supporting Strategies

See information by clicking above

Differentiation Strategies

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

Reflection

Practical Strategies - Students give further ideas

Unit 4

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

My takeaway from this unit......

UNIT 04

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

Objectives

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 .

End of Unit

Unit 3

Practical

UNIT 05

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

Objectives

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

D.N.A 5

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

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

End of the Course

Unit 3

.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?

End of Course Reflection

Unit 3

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

Objectives