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Bridging the Gap: Supporting Disadvantaged Pupils with Special Educational Needs

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daktari
13 diapositives · 301 Views · Jul 30, 2014

This session aims to tackle the pressing challenges faced by statemented and otherwise disadvantaged pupils in mainstream schools. Participants will identify common yet problematic needs impacting learning and discuss expectations for pupil progress. Strategies for effectively managing these needs and narrowing achievement gaps will be explored. Recommended readings provide further insights into trauma, empathy, and teaching strategies for students with special educational needs to ensure holistic support and progress.

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  1. Narrowing the Gap 2 Statemented and Otherwise Disadvantaged Pupils Marijke Miles Prospect School

  2. Aims of Session • Identify common but highly problematic needs experienced in the mainstream schools & their impact on learning • Identify what expectations there are for progress of such pupils and how to quantify success • Explore ways of managing these needs and narrowing gaps in achievement between them and their peers

  3. Recommended Reading • Progression 2010–11 Advice on improving data to raise attainment and maximise the progress of learners with special educational needs (DfE) • Dr Bruce Perry – The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook - What Traumatized Children Can Teach Us about Loss, Love and Healing • Dr Bruce Perry - Born for Love: Why Empathy Is Essential--and Endangered • Kate Cairns - Attachment, Trauma and Resilience: Therapeutic Caring for Children • NoakiHigashida – The Reason Why I Jump • Bonnie Terry - School Strategies for ADHD Kids (Winning the ADHD Battle) • Phil Christie - Understanding Pathological Demand Avoidance Syndrome in Children: A Guide for Parents, Teachers and Other Professionals

  4. Context • Reflection on data session with CA last week • Expectations of schools • Progression Guidance

  5. The Inclusion Agenda • PDA • RAD • ASC • SLCN • PSPD • ADHD • FSM • CiC

  6. What Does Quality First Teaching Really Mean? • Priority marking? Accessible feedback? • Deployment of support staff? • Understanding of needs? • Encoding? • Marginal gains? • Quality of IEPs….

  7. PDA • Pathological Demand Avoidance Syndrome • Anxiety based, variant of autism spectrum • Associated with language issues • Superficial social skills • Role play and altered reality • DISCUSSION – dos and don’ts…..

  8. RAD • What is it? • Risk groups • Prognosis • Manifestation • DISCUSSION - Classroom strategies

  9. ASC • Autism and Asperger’s • Semantic pragmatic disorder • Triad of impairment – social communication, social interaction, social imagination • Anxiety • Sensory • DISCUSSION - What are the particular issues for matriculation for this group of pupils?

  10. SLCN • Language demands • Subject vocabulary, homonyms • Exam constructs and set-pieces • Is transmit = receive? • TASK:

  11. Sensory Processing Disorders • Increasing numbers • Very difficult to diagnose and detect – KM • Need to be highly observant and use colleagues eg TAs as extra eyes and ears • DISCUSSION – What adjustments might we make to support these pupils?

  12. Possible Further Research Routes • Specific strategies for some pupils • Development of support staff • Analysis of deficits – looking for marginal gains in relation to profile of needs

  13. Questions