Teaching SEND and the Effective
use of other Adults in the
Classroom
Winterhill School – October 2014
Introduction
• Richard Pearson (Senior Mentor Co-ordinator/SLE)
• Andrew Reeder (Assistant Headteacher/SLE)
Where are you?
• Task
– Perform the SEND Audit
• Quality first teaching of students
with a SEND profile avoids a
deficiency model of planning
and teaching delivery
Inclusive Teaching
• Creates a culture of high expectation for all
• Emphasises what a student will learn, NOT what activity they will
do
• Plans based on a sound assessment of what the student already
knows, understands and can do
• Uses teaching styles that meet the needs of individuals and
groups so that all students are engaged in learning.
• Develops access strategies to ensure that potential barriers to
learning and progress are minimised.
Circles of Inclusion
Responding to
student’s
diverse needs
LEARNING
OBJECTIVES
TEACHING
STYLES
Setting suitable
learning
challenges
ACCESS
Overcoming potential barriers to
learning
Waves of intervention
Wave 3
Highly personalised
interventions
Wave 2
Additional interventions to
enable students to work at
age related expectations or
higher
Wave 1
Quality first teaching -effective
differentiation
Copy from the board
please...
Dyslexia- challenges
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Reading, spelling, handwriting
Sequencing skills
Short-term memory
Confusion about left and right
Reading comprehension, phonological awareness
Mathematical problem solving
Musical notation
Expressing thoughts orally
Personal organisation skills
Auditory and visual processing
Moderate Learning
Difficulties
• General (global) developmental delay.
• Largest SEN group in mainstream schools.
• Difficulties with learning across several areas e.g.
learning, speech, self-help, social.
• Many of these students have a delay of about
three years and consequently need a high level of
support within the mainstream classroom and
many opportunities for overlearning .
Autistic Spectrum – challenges
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Making and sustaining friendships
Using unstructured time
Awareness of others/perception
Change
working in groups
Anxiety
Sensory sensitivity
Imagination/taking things literally
Asperger’s syndrome –
Student Voice
Alexander is 11 and was diagnosed with Asperger
syndrome when he was nine. He attends a
mainstream primary school with a minimum of
help and is very bright academically, but he has
some motor skills and social skills difficulties. He is
very sensitive to noise, but has learned to cope. He
only had one good friend at school who moved
away two years ago.
Every SEND student
is unique
Teach the Student not the
Label
• The ‘Label’ will give you guidance for
differentiation but will not give you the whole
picture to support effective inclusive teaching
• Ask the student what helps or hinders their
learning
• Collect perspective from parents or carers
• Be prepared to experiment with approaches and
strategies and log positive or negative responses.
What am I?
Dyscalculia
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Link maths to relevant and practical contexts – shopping, eating out etc.
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Use a ‘scaffolding’ approach – avoid rushing the student through a task. Break it down
into steps. Provide time for recap & consolidation at each stage and revisit the basic
skills often
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Use small numbers when introducing new concepts. Gradually work up to higher
numbers via short, small step tasks
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Use a variety of visual and kinaesthetic resources – objects, images and models. Allow
the students to manipulate the resources
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Use a variety of visual and kinaesthetic resources – objects, images and models. Allow
the students to manipulate the resources
What am I?
ASD
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Teach/use very clear classroom routines, e.g. lining up at the start, equipment check,
students holding an object when it is their turn to talk.
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Use student’s name before asking a question or giving an instruction
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Set explicit and clear expectations e.g. how may lines to write, how many questions to
answer, how long to listen (use timer)
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Avoid or explain metaphorical language and idiom like ‘pull your socks up’, ‘it’s raining
cats and dogs’, ‘in a minute’
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Set tasks with clear goals (“Write three sentences on” rather than “Write about…”)
and write worksheets in step-by-step form
What am I?
Visual Impairment
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Seat students in the middle at the front (first or second row), this helps them to use
their hearing to listen to what you are saying.
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Sit the student next to peers they can work well with - they will need to ask questions
from time to time, a helpful partner is worth their weight in gold.
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Try to have a quiet working environment
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Speak clearly with extended natural pauses
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Say the student’s name before asking a direct question or giving a direct instruction
and indicate who is talking in a class discussion.
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Avoid clutter or busy displays around the whiteboard area
What am I?
ADHD
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Seat student in an area of the classroom free from busy displays and distractions. Try to keep the
area around the whiteboard / IWB ‘clutter free’
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During teacher-talk, allow the student to fiddle with a piece of blu-tac, rubber band, squeeze ball
or another chosen object whilst maintaining eye contact
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Give instructions simply and clearly. Make sure the student is looking at you first. Check that he
or she has understood them
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Try to seat the student well away from areas other students need to walk through. Also try to
limit opportunity for them to ‘roam’ around the classroom (such as handing out books etc.)
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Use a timer to help the student complete a task in a specified period of time.
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Actively teach/use clear classroom routines, e.g. have all students hold an object when it is their
turn to talk
OFSTED – to be ‘GOOD’
Teaching in most subjects, including English and
mathematics, is usually good, with examples of
some outstanding teaching. As a result, most
pupils and groups of pupils on roll in the school,
including disabled pupils, those who have special
educational needs, those for whom the pupil
premium provides support and the most able,
make good progress and achieve well over time.
Key Questions
Know your students!
• Prior learning
• Target level or grade
• SEN or G & T
• Skills and knowledge
required to reach or
exceed target
Know where you want to
go to
• What are your objectives
for the lesson?
• ‘All’ ‘Most’ ‘Some’ ?
• Support?
• Extension: quality not
quantity
• How will students be
grouped?
Differentiation –
Progress for All
Most Common Types
• By outcome
• By task
• By questioning
• By support
Further Details
Differentiation by Outcome
• All students complete same
task
• The resulting work is at a
number of different levels
reflecting the individual
student’s ability (?)
• Examination task
• Suitable in the teaching
process?
• Best from students?
Differentiation by Task
• Language
• Activities
• Teaching methods
• Thinking processes
Differentiation by
Questioning
Higher order thinking skills
Blooms Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Lower order thinking skills
Differentiation by
Support
• Some students need more help than others to complete
the task
• The amount and degree of help provided can be
differentiated to meet the needs of individual students
• This support can be provided by the teacher or by other
adults
• The support could come from other students
• ICT
• An able pupil could be supported by an independent
learning package
Case Studies
• Task
– You are teaching one of the lessons from the schemes
of work
– You have been given a student profile
– Complete the lesson plan to show how could adapt
the lesson to ensure that student makes good
progress
Student Profile
Lesson Plans
What OFSTED says:
Paper presented at the
British Educational
Research
Association Annual
Conference,
University of Glamorgan,
14-17 September 2005
Danny Durant (Adviser)
and
Julien Kramer (Director of
Education)
Worcestershire LEA
Some strategies:
Evaluation
THANK YOU FOR YOUR PARTICIPATION THIS EVENING
Next Steps
• What 3 things are you going to use in your next
lesson?
• Can you reflect on something you have done/or
seen a colleague do and suggest some changes?