Pupils with Special Educational Needs

1. Pupils with Special Educational Needs “All of us do not have equal talent, but all of us should have an equal opportunity to develop our talents” John Fitzgerald Kennedy

2. Task 1Copy the following paragraph Увеличить напряжение соревнований может привести к спортсменам реагировать и физически, и умственно таким образом, что может негативно сказаться на их способности производительность. Они могут стать напряженными, их частота сердечных сокращений расу, они ломаются в холодном поту, они беспокоятся о результатах конкурса, им трудно сосредоточиться на задаче.Это привело тренеров принять все больший интерес в области спортивной психологии и, в частности в области конкурентной беспокойства. Этот интерес сосредоточился на методы, которые спортсмены могут использовать в конкурентной ситуации для поддержания контроля и оптимизации их работы. Как только узнал, эти методы позволяют спортсмену, чтобы расслабиться и сосредоточиться его / ее внимание в позитивном ключе на себя задачу подготовки и участия в конкурсе. Психология другое оружие в арсенале спортсмена в достижении победы края.

3. Task 2 In pairs • Using the MIRROR ONLY draw the star and stay within the lines. • Make sure you both have a go!

4. Task 3 In pairs • Person 1 – Talk to your partner about what you did over the half term holiday – You are not allowed to use the letter I SWAP • Person 2 – Talk to your partner about what you did over the half term holiday – you are not allowed to use the letter S

5. Reflection • How did you feel during each of the tasks? • Why? • What behaviours were demonstrated throughout the tasks? • Why? • Can you empathise with pupils? • How can you adapt your practice to improve learning and behaviour?

6. Behaviour for learning associated with Pupils with SEN • Exclusions currently falling in secondary schools but rising in primary sector. • Young pupils have inadequate vocabulary leading to frustration and violent outburst. Facebook and all day TV results in children having little social interaction – source EIS • Attachment issues leave children in a constant state of bereavement because of single parents having multiple partners – source EIS

7. Reaching and Teaching Young People with SpLD Here is a list of possible causes: - • Auditory/Speed of Processing / Glue Ear • Visual Processing and Visual Perception • Working Memory • Attention and Concentration • Fine and / or Gross Motor Skills • Sensory Overload • Balance • Fatty Acid Deficiency • Autoimmune Weakness • Social interaction / Communication

8. Possible Consequences of SpLD Pupils are at high risk for many emotional, social and educational problems, including: - • the inability to make friends • be part of a group • have poor self esteem • academic failure • being labelled clumsy • Uncooperative • Belligerent • Disruptive • ‘out of control’ • Anxiety • Depression • aggression

9. ADHDAttention Deficit and Hyperactivity Disorder (ADHD) is a genetically determined hereditary disorder. It is a syndrome characterised by chronic behaviour patterns of inattentiveness, lack of impulse control and excess energy (hyperactivity). The symptoms may be mild or severe and are associated with functional deviations of the central nervous system without signs of major neurologic or psychiatric disturbance.

10. What barriers could a pupil with ADHD present? • Inattentiveness is when the child is easily distracted and has difficulty focusing or concentrating on a task. • Lack of impulse controlis when the child may get into frequent fights or act aggressively toward others with little cause. • Hyperactivity is when the child seems to fidget, squirm and move about constantly and can't sit still for any length of time. • It is important for parents, teachers and carers to understand that ADHD is not caused by poor parenting or a chaotic home environment. The syndrome is 4 to 6 times more likely to occur in males than in females.

11. Autism “I find people confusing. This is for two main reasons. The first main reason is that people do a lot of talking without using any words. The second main reason is that people often talk using metaphors.” The Curious Incident of the Dog in the Night-time

12. What barriers could a pupil with Autism present? • As soon as we meet a person we make judgements about them. From their facial expression, tone of voice and body language we can usually tell whether they are happy, angry or sad and respond accordingly. • People higher on the Autistic scale can find it harder to read the signals that most of us take for granted. This means they find it more difficult to communicate and interact with others which can lead to high levels of anxiety and confusion.

13. What barriers could a pupil with Autism present? • Engage in repetitive or rigid routines • Become distressed by, or be resistant to change • Focus on ‘parts’ rather than ‘wholes’ in context • Have heightened sensory awareness • Be naïve, show inappropriate social interaction • Have intense interests in particular subjects • Have good vocabulary but often inappropriate conversation skills • Show a marked lack of ‘common sense’ • Engage in motor activities, e.g. flapping, rocking, tiptoe walking • Show inappropriate emotional reactions • Have attention difficulties

14. “…when people tell you what to do it is usually confusing and does not make sense. For example, people often say ‘be quiet,’ but they don’t tell you how long to be quiet for. Or you see a sign which says KEEP OFF THE GRASS but it should say KEEP OFF THE GRASS AROUND THIS SIGN or KEEP OFF THE GRASS IN THIS PARK because there is a lot of grass you are allowed to walk on. Siobhan understands. When she tells me not to do something she tells me exactly what it is I am allowed to do. And I like this.” The Curious Incident of the Dog in the Night-time, Mark Haddon

15. Hearing and Glue Ear • Glue ear is a common condition in younger primary school children, however this could lead to difficulties in learning in secondary school. • 70% of Dyslexic young people have been so badly affected that grommets have been inserted. • Pupils may not be able to hear the beginning or ends of vowels and will therefore not write it.

16. Speech and Language • Delayed speech and language • Understanding of noise • Difficulties in auditory perception, language, literacy, dyslexia • Difficulties in memory, auditory processing and phonics • May lead to behavioural difficulties

17. Motor Skills • Eye tracking • Problems with organisation, sequencing, speech, commitment of knowledge to paper (writing, drawing, technology, maths, touch typing). • Poor sense of direction • Dressing (zips, shoe laces, buttons) • Bumping into people • Personal Grooming • Social interaction

18. Sensory Processing Disorder • Difficulty in processing / acting on information received through senses, this therefore creates a challenge for some pupils in performing certain tasks. • Over-sensitive: - May over respond to sensation and find clothing, physical contact, light, sound and food unbearable. • Under-sensitive: - May show little or no reaction to stimulation, even pain and extreme heat. • May have the need to use their senses more than others.

19. Ways of concealing Failure • Pupils with any SpLD may try to conceal their ‘failure’ by: - • Withdrawal • Avoidance • Evasion • Distraction • Digression • Disruption • Clowning • Daydreaming • Negativism • Absenteeism • cheating

20. General guidance and Strategies to support SEN pupils Classroom Resources: - • Allow touch typing • Dictionaries • Thesaurus • Personalised dictionaries – Key Vocabulary • Subject area spelling charts • Study skills books • Revision guides • Computer access for research • Task Plans

21. Support with organisation and planning: - • Give very advanced warning of tests exams and controlled assessment dates. • Use practice papers • Colour / space – distinguish between ideas • Minimal copying – prepare note taking sheets • Give photocopies of powerpoints / notes • Space well on worksheets • Pastel coloured paper and backgrounds on displays and presentations

22. Support with self-esteem and independence • Avoid individual competitive activities in class • Use specific praise • Give rewards for ideas, content and effort • Avoid exposing weakness in front of peers • Protect against humiliation • Foster strengths • Be consistent • Help develop resilience • Offer responsibilities

23. Teach Hope and Confidence • Encourage and reward learning step by step • Compare with self; not with others (achievement graphs) • Help to identify strengths • Value success in a range of areas • Teach pupils to accept that it’s the thinking and ideas that make a person clever; examinations require techniques. • If they forget, there is always another chance. • Never give up

24. Lesson planning for pupils with SEN • With your partner, plan a 5 – 10 minute teaching and learning activity. • How can you ‘chunk’ this to enable SEN pupils? • Can you prepare / ask the pupils to use a task plan?

25. Courage‘Courage is the first of human qualities, because it is the quality which guarantees all others’Winston ChurchillConquer your fears‘A man may conquer a million men in battle but one who conquers himself is, indeed, the greatest of conquerors’Buddha