Teaching SENs (Special Educational Needs)

3 марта, 2014

Попала на курс Special Educational Needs от Британского Совета http://www.teachinge...ucational-needs . В ходе курса будут освещены такие темы:

•gifted and talented learners

•multi-cultural influences and the impact on learning difficulties

•dyspraxia

•inclusive assessment approaches

•attention deficit hyperactivity disorder (ADHD)

•autism spectrum disorder (ASD)

•language and speech difficulties

•visual, hearing and physical impairments

•dyslexia

•social, emotional and behavioural difficulties (SEBDs)

Хотела бы поделиться впечатлениями, мыслями и материалами, пока работаю над курсом (до 4 мая).

Только что закончила вводный юнит. Сказать, что много нового узнала, - ничего не сказать)) Надо время, чтобы всё в голове уложилось.

1. Вот, например, есть два типа теоретического подхода к ученикам с особыми образовательными нуждами - medical and social.

Medical model

If we use the medical model to understand a learner with special educational needs, we see the learner as someone who has a problem which can be diagnosed, labelled and treated. We act as if the learner is faulty and needs to be put into a medical category. We design and deliver interventions and therapy programmes to help the learner fit into society. We try to ‘fix’ the learner as much as possible.

In this model there are often two separate systems of education. There are segregated special schools for learners with special educational needs and specialist services to treat their difficulties. Professionals such as educational psychologists identify the learner’s needs. Often the learner is isolated from their peers and taught separately. The learner might receive medication for their condition. In general, the school and wider society does not need to change because the problem is within the learner. The learner needs to change.

Social model

If we use the social model to understand a learner with special educational needs, we think that all of us have a responsibility to understand and include the learners. The learner is valued as a person, unique in their own right and not seen as faulty. We identify the individual’s strengths not only their difficulties. We have to all work together to accept and celebrate difference and to remove the barriers to learning. We identify goals with the learner and work together to achieve them.

Services are fully integrated within the school and are not completely separate organisations. Resources, such as psychologists, are made available to everyone in the school as part of the ordinary programme. The school and wider society will need to change and evolve as a result of interactions and reflections on the learner’s individual needs.

No system is perfect. The medical and social models are not mutually exclusive. It is possible to provide a combination of approaches for learners with special educational needs. For example, a learner with dyslexia will benefit from extra specialist teaching and from a classroom teacher who knows some strategies for helping the learner in class. It is however, important to be clear on the difference in the ethos of the two models as this will affect how you respond to learners with special educational needs.

Понятно, что в советское время преобладала медицинская модель. В школах не встретить было детей с ДЦП, например, слабослышащих и т.д. Сейчас, на мой взгляд, происходит переход на социальную модель. Переход на новое всегда труден, опыт приходится накапливать по ходу, набивать шишки.

Я работаю в частной школе, где в классе из 20 человек в среднем 4-5 SENs.

Вот, кстати, категории SENs:

Below are some categories of special educational needs:

•communication and interaction needs

•cognition and learning needs

•behaviour, social and emotional needs

•sensory and/or physical needs

•medical conditions

•gifted and talented.

4 марта, 2014

Попала на курс Special Educational Needs от Британского Совета http://www.teachinge...ucational-needs . В ходе курса будут освещены такие темы:

•gifted and talented learners

•multi-cultural influences and the impact on learning difficulties

•dyspraxia

•inclusive assessment approaches

•attention deficit hyperactivity disorder (ADHD)

•autism spectrum disorder (ASD)

•language and speech difficulties

•visual, hearing and physical impairments

•dyslexia

•social, emotional and behavioural difficulties (SEBDs)

Хотела бы поделиться впечатлениями, мыслями и материалами, пока работаю над курсом (до 4 мая).

Только что закончила вводный юнит. Сказать, что много нового узнала, - ничего не сказать)) Надо время, чтобы всё в голове уложилось.

1. Вот, например, есть два типа теоретического подхода к ученикам с особыми образовательными нуждами - medical and social.

Medical model

If we use the medical model to understand a learner with special educational needs, we see the learner as someone who has a problem which can be diagnosed, labelled and treated. We act as if the learner is faulty and needs to be put into a medical category. We design and deliver interventions and therapy programmes to help the learner fit into society. We try to ‘fix’ the learner as much as possible.

In this model there are often two separate systems of education. There are segregated special schools for learners with special educational needs and specialist services to treat their difficulties. Professionals such as educational psychologists identify the learner’s needs. Often the learner is isolated from their peers and taught separately. The learner might receive medication for their condition. In general, the school and wider society does not need to change because the problem is within the learner. The learner needs to change.

Social model

If we use the social model to understand a learner with special educational needs, we think that all of us have a responsibility to understand and include the learners. The learner is valued as a person, unique in their own right and not seen as faulty. We identify the individual’s strengths not only their difficulties. We have to all work together to accept and celebrate difference and to remove the barriers to learning. We identify goals with the learner and work together to achieve them.

Services are fully integrated within the school and are not completely separate organisations. Resources, such as psychologists, are made available to everyone in the school as part of the ordinary programme. The school and wider society will need to change and evolve as a result of interactions and reflections on the learner’s individual needs.

No system is perfect. The medical and social models are not mutually exclusive. It is possible to provide a combination of approaches for learners with special educational needs. For example, a learner with dyslexia will benefit from extra specialist teaching and from a classroom teacher who knows some strategies for helping the learner in class. It is however, important to be clear on the difference in the ethos of the two models as this will affect how you respond to learners with special educational needs.

Понятно, что в советское время преобладала медицинская модель. В школах не встретить было детей с ДЦП, например, слабослышащих и т.д. Сейчас, на мой взгляд, происходит переход на социальную модель. Переход на новое всегда труден, опыт приходится накапливать по ходу, набивать шишки.

Я работаю в частной школе, где в классе из 20 человек в среднем 4-5 SENs.

Вот, кстати, категории SENs:

Below are some categories of special educational needs:

•communication and interaction needs

•cognition and learning needs

•behaviour, social and emotional needs

•sensory and/or physical needs

•medical conditions

•gifted and talented.

Это очень интересная тема, особенно с учетом того, что приемы работы SEN на родном языке очень близки к тому, как мы работаем с детьми в начальной школе, обучая их иностранному языку. Было бы замечательно сравнить ряд упражнений и практических приемов, используемых при работе с SEN и упражнения и приемы, которые можно использовать (или уже используются) в начальной школе. Я несколько лет назад привозил несколько пособий по SEN из Англии, поищу их и тоже поделюсь идеями.

4 марта, 2014

Попала на курс Special Educational Needs от Британского Совета http://www.teachinge...ucational-needs . В ходе курса будут освещены такие темы:

•gifted and talented learners

•multi-cultural influences and the impact on learning difficulties

•dyspraxia

•inclusive assessment approaches

•attention deficit hyperactivity disorder (ADHD)

•autism spectrum disorder (ASD)

•language and speech difficulties

•visual, hearing and physical impairments

•dyslexia

•social, emotional and behavioural difficulties (SEBDs)

Хотела бы поделиться впечатлениями, мыслями и материалами, пока работаю над курсом (до 4 мая).

Только что закончила вводный юнит. Сказать, что много нового узнала, - ничего не сказать)) Надо время, чтобы всё в голове уложилось.

1. Вот, например, есть два типа теоретического подхода к ученикам с особыми образовательными нуждами - medical and social.

Medical model

If we use the medical model to understand a learner with special educational needs, we see the learner as someone who has a problem which can be diagnosed, labelled and treated. We act as if the learner is faulty and needs to be put into a medical category. We design and deliver interventions and therapy programmes to help the learner fit into society. We try to ‘fix’ the learner as much as possible.

In this model there are often two separate systems of education. There are segregated special schools for learners with special educational needs and specialist services to treat their difficulties. Professionals such as educational psychologists identify the learner’s needs. Often the learner is isolated from their peers and taught separately. The learner might receive medication for their condition. In general, the school and wider society does not need to change because the problem is within the learner. The learner needs to change.

Social model

If we use the social model to understand a learner with special educational needs, we think that all of us have a responsibility to understand and include the learners. The learner is valued as a person, unique in their own right and not seen as faulty. We identify the individual’s strengths not only their difficulties. We have to all work together to accept and celebrate difference and to remove the barriers to learning. We identify goals with the learner and work together to achieve them.

Services are fully integrated within the school and are not completely separate organisations. Resources, such as psychologists, are made available to everyone in the school as part of the ordinary programme. The school and wider society will need to change and evolve as a result of interactions and reflections on the learner’s individual needs.

No system is perfect. The medical and social models are not mutually exclusive. It is possible to provide a combination of approaches for learners with special educational needs. For example, a learner with dyslexia will benefit from extra specialist teaching and from a classroom teacher who knows some strategies for helping the learner in class. It is however, important to be clear on the difference in the ethos of the two models as this will affect how you respond to learners with special educational needs.

Понятно, что в советское время преобладала медицинская модель. В школах не встретить было детей с ДЦП, например, слабослышащих и т.д. Сейчас, на мой взгляд, происходит переход на социальную модель. Переход на новое всегда труден, опыт приходится накапливать по ходу, набивать шишки.

Я работаю в частной школе, где в классе из 20 человек в среднем 4-5 SENs.

Вот, кстати, категории SENs:

Below are some categories of special educational needs:

•communication and interaction needs

•cognition and learning needs

•behaviour, social and emotional needs

•sensory and/or physical needs

•medical conditions

•gifted and talented.

Интересно будет познакомиться с материалами по Cognition and Learning needs. Я когда то проводил такой тренинг от Британского Совета в Красноярске.

5 марта, 2014

Здравствуйте,Ирина ! :P/> Ваша тема очень заинтересовала, т. к. в последние годы приходится работать не только с учащимися в группах, но и с находящимися на надомном обучении. Раньше это были ребята из 2 - 4 кл., а сейчас 5 - 8 кл.. С некоторыми из них по-началу мне приходилось очень туго, т. к. в институте был лишь курс специальной психологии, довольно общий, а на занятиях по методике преподавания иностранного языка вообще такое не упоминалось. В то время (будучи студенткой) вообще думала, что им преподают лишь специально обученные специалисты. Увы ! На работе в практике преподавания убедилась в обратном.Так что, если в дальнейшем поделитесь информацией, думаю, многие учителя-практики будут Вам признательны. :)/>

6 марта, 2014

Конечно,было бы весьма полезно узнать о работе с детьми с ОВЗ,поделиться опытом и методическими приёмами,находками,действительно количество таких учащихся в школе увеличилось,присоединяюсь к просьбе Nataji.

6 марта, 2014

Да, согласна со всеми - тема актуальная, необходимость в таком материале будет год от года расти.

БС всегда идёт по порядку. Сначала "What`s in a name?". Проблема навешивания ярлыков. Labeling:

The following are considered okay in the UK

•learning need

•learning difficulty

•special educational needs

•special needs (often used in the USA)

•additional educational needs (often considered to cover a wider spectrum).

The following are considered offensive in the UK:

•retarded

•feeble minded

•defective

•educationally subnormal.

You may use some of these terms in your language to refer to children with special educational needs. You need to be careful when translating terms into English so as not to offend.

All children are unique and different, we cannot assume that the child is only the label. For example, a child wearing glasses can be shy, extrovert, like learning alone or in a group, like making jokes, be serious. The glasses do not define the child. The label does not define the child. Teachers need to treat all children as individuals.

6 марта, 2014

Затем важно понять своё отношение к проблеме. Я помню, когда на первом году работы я столкнулась с такими детьми, я была шокирована. До этого, в своём детстве я с этим никогда не встречалась - вспомним про советскую медицинскую модель, согласно которой дети с особыми нуждами не учились в общеобразовательных школах.

Вот даны точки зрения четырёх учителей. Посмотрите и признайтесь себе, испытывали ли вы что-нибудь подобное:

From the teachers’ perspective

Teacher 1 - Marie: I know I shouldn’t say this, but I don’t really want to teach children with

special educational needs in my classroom. I haven’t been trained for it and I don’t think I

should have to teach them without any support. To be honest, I feel quite anxious about it. I

don’t even know any people with special educational needs in my own life. It’s difficult

enough teaching children another language when they don’t have any other learning

difficulties! I don’t know why they have to learn yet another language when they have

problems in their first language.

Teacher 2 - Jenny: I feel sorry for kids with special educational needs because I know they

struggle in class but I think they need more specialised help than I can give them. They

should be in separate groups, or in special schools where people know how to help them. I’m

not qualified enough to help them.

Teacher 3 - John: I wish I knew more about special educational needs, it would be

interesting to find out more. I don’t know where I could find help but I reckon that if I got some

extra training, it would make me a better teacher for all the kids in my class. I believe it’s

better for the children to have learners with special educational needs integrated into our

class, as it makes the children more tolerant and they learn to show empathy towards others.

They should be given a chance to learn another language, just like everyone else.

Teacher 4 - Robert: I can sympathise with children who have visual, hearing or physical

impairments and I think it is okay if they are in my class. But I think, some children are given

this label of special educational needs and it’s not true. Some children are just naughty and

badly behaved. Nowadays we are supposed to say that they have special educational needs!

There shouldn’t be a category for special behavioural needs. That’s just silly.

6 марта, 2014

И вот общие принципы, на которых строится общеевропейская политика в отношении SEN:

•All children are unique and have their own strengths.

•All children have the right to be taught.

•Good teaching strategies can help all learners in the class.

•Teachers can learn from their students about their needs.

•Parents should be involved.

•We are not psychologists, we cannot assess a special need but we can work with other professionals to help a child.

•There is a continuum of level of need and we should be flexible about this in our planning.

6 марта, 2014

Ещё одно понятие Access and engagement

When we think about learners with special educational needs it is important to consider the difference between access to education and engagement in education.

Learners can come to school every day and the school can provide ways for them to access the building and to go to classes. For example, the school might provide ramps for learners in wheelchairs which allows them access to school. However, this not the same as ensuring learners can engage in education and learning.

Many strategies which seem helpful to learners with special educational needs only provide access to education and not real engagement in learning. Teachers need to ensure that learners with SEN are also engaging with learning, not simply sitting in their classes or doing meaningless activities to keep them busy.

Мы все знаем, как легко отрапортовать об обеспечении школы компьютерами, но трудно обеспечить реальную включенность. Но и access нужен. Предлагается пройти такой тест - выбрать, на что направлены предложенные меры: access or engagement. Я выкладываю тест уже с ответами и комментариями.

Question 1

Building wheelchair ramps in the school.

access to education

Yes, this allows learners with special educational needs to enter the school building and classrooms easily. It is important. However, it does not necessarily mean learners will be engaged in their learning.

Question 2

Getting more computers in the school.

access to education

Yes, technology allows learners with special educational needs to access learning more easily. Teachers need to make sure that the learners are doing meaningful work on the computers in order to ensure real engagement in the work.

Question 3

Setting up a buddy system where other pupils support the learner with special educational needs.

engagement in learning.

Yes, buddy systems can be a practical way to ensure learners are understanding and engaging in learning. Other learners can support where necessary and will know when the learner needs more help.

Question 4

Allocating a teaching assistant to a learner with special educational needs.

access to education

Yes, teaching assistants can help learners to understand the lesson because they can give the learner some extra individual help. However, sometimes a learner can become too dependent on the teaching assistant. The learners do not always engage with the work and the rest of the class. Real engagement will only happen if the teaching assistant encourages independent learning.

Question 5

Telling the teachers that a learner has dyspraxia.

access to education

Yes, it is important for teachers to know which learners have special educational needs. However, teachers must also be given strategies for helping these learners. Teachers need to understand the SEN in order to know how best to teach the learner.

9 марта, 2014

Пока всё ещё выкладываю материалы из вводной части. Позже пойдёт о конкретных типах SEN.

Вот интересно посмотреть на ситуацию с позиции ученика, испытывающего те или иные трудности (это был тест на выбор типа SEN):

From the learner's perspective

At this point it is important to consider how learners with special educational needs feel in classes. Teachers often misinterpret the behaviour and effort made by learners with special educational needs.

In the Learner's perspecives exercise accessible below you will decide which category of special educational need they might have.

ELENOR

"I hate English lessons. We always have to look at the book and the words make no sense to me. Sometimes the letters move around or I cannot see them properly and then I get a headache. This happens in all lessons but it is really bad in English. The teachers say I'm lazy but I'm not, I try really hard. Then I get upset and sometimes angry."

dyslexia

Yes, or it could be a general learning difficulty.

KALIM

"I want to be good at English because it’s important. I try to listen in class but sometimes I can't hear the teacher because my friends are talking. I try to concentrate but I like joking with my friends. The teacher's always shouting at me. I sit at the back and hope she can't see me. She says I don’t care about learning, but I do. I just find it really hard to sit still and concentrate. She doesn’t understand."

ADHD.

Yes Kalim might be showing signs of attention deficit hyperactivity disorder and need help with concentration and behaviour or he might have a hearing impairment which makes it difficult to hear the teacher.

KUBA

"I like working on my own and on my project about cars. I know all the names of English cars and where they're made. I like working on the computer or in my book. I don’t like working with other children. They sometimes laugh at me because I don't understand their jokes. They think I'm strange. The teacher gets annoyed because I don't look at her when she is speaking. I find that hard."

autistic spectrum disorder

Yes, Kuba might have an autistic spectrum disorder. He finds it hard to empathise with other students, finds interaction with the teacher hard and is preoccupied with his own topic of interest.

Martha

"I don’t like English. I can't say the words. I have problems saying the words in my own language sometimes. Other children laugh at me and say that I talk like a baby. It's even worse in English class."

speech delay

Yes, Martha might have speech delay problems in her own language which are impeding her in the English class.

It is important for teachers to think about the reasons a learner might misbehave or have difficulties in classwork. It is important not to jump to conclusions and give the learner a negative label such as lazy. However, we should also remember that teachers are not psychologists and should not immediately diagnose SENs, but should be aware of the indicators that a learner might be having a problem.

9 марта, 2014

О право- и левополушарных детях.

Left and right brain

We know that each side of the brain has a different way of processing information. The left hemisphere prefers logical and analytical processing and the right hemisphere prefers more holistic, general and intuitive processing. Children who use their left brain more usually do better in school. Education systems value logical and rational thinking. Children who prefer right brain thinking might be good at creative things but may not do well in exams.

Some learners seem to use mostly left brain processing and others mostly right brain. Experts debate whether this is a natural preference or a learned preference. It is important for us as teachers to recognise how our pupils are processing information. Some pupils who are identified with special educational needs might simply process information in a different way to the majority of the class or the teacher.

The dominant left brain learner has a good sense of time, likes lists and structure and likes lots of detail in a step by step order.

The dominant right brained learner likes to see the bigger picture, has little sense of time, doesn't like structure, prefers more random approach and learns by touching and doing.

A child who starts an exercise in the middle and not at the beginning, who does not follow your instructions and seems to daydream a lot, might be assessed as having a special educational need. This child might be showing you that they have a preference for right-brain thinking. If you can adapt your approach to use methods suited to the right brain, you might be able to help this child to learn better and feel included in the class.

Exercises such as Brain Gym www.braingym.org can also help the child to integrate the right and left brain

Further resource : You can learn more about this in the unit on Dyslexia.

9 марта, 2014

Cтили обучения. Или как правильно перевести термин learning styles? Предлагается пройти тест, чтобы определить какой стиль ближе вам самим.

What is your prefered learning style?

Complete the statements below to get a general idea of what learning style you may prefer. Make a note of how many As, Bs and Cs you choose.

There are no correct answers. Scroll down to check what your choices mean.

Question 1

I can remember something best if

Select one:

A. I see it written down

B. I say it out loud

C. I write it out myself or move around when learning it.

Question 2

I prefer to follow instructions when they are

Select one:

A. written on the board

B. explained by the teacher

C. demonstrated and then I try them out myself.

Question 3

When I have to spell a word

Select one:

A. I picture it in my head

B. I say the letters in my head or out loud

C. I get a feeling about the word.

Question 4

When learning English

Select one:

A. I enjoy reading and usually read quickly

B. I enjoy listening to audio of the language

C. I enjoy doing practical activities and games.

Question 5

I learn best

Select one:

A. from pictures, diagrams and charts

B. when someone explains the work to me

C. if I can move around, pick up things and try it out myself.

Question 6

When I read or hear a story

Select one:

A. I picture the people and events in my mind

B. I say every word to myself and enjoy hearing the sounds of the words

C. I get a lot of feelings about the story and the people in it.

If you chose mostly As this could mean that you have a preference for visual learning. You probably learn best by looking and visualising. You probably see pictures and images in your mind when you try to remember things and you like to look at diagrams, charts, and mind maps. It usually helps you to have labels and colours in your work. You often forget information or instructions when you have only heard it and not seen it written down.

Visual learners can be labelled ‘daydreamers’ as they often look out of the window, imagining the learning, when the teacher is speaking. They might also be labelled as ‘not paying attention’ because they are doodling or drawing when the teacher is talking for a long time.

If you chose mostly Bs this could mean you have a preference for auditory learning. You probably like to listen to instructions and to hear information and have things explained to you. You can remember exactly what has been said but you might not be able to remember things you have read. You talk to yourself to remember things and you might need to say the words in your head when reading.

Auditory learners might be labelled as ‘lazy’ as they do not read or write much in class. They might be labelled ‘disruptive’ as they are often talking instead of working quietly.

If you chose mostly Cs you could have a preference for kinaesthetic learning. You probably need to be active and move around when learning. You might find it hard to sit still and prefer to try things out rather than read or listen to instructions. You might fidget a lot and not pay attention to written or verbal instructions. You enjoy making things and especially enjoy practical activities. Do you find classroom learning difficult as it is hard to sit still?

Kinaesthetic learners are often labelled ‘disruptive’ and ‘badly-behaved’ as they find it very hard to sit still, focus and listen in class.

9 марта, 2014

Одной из стратегий работы с детьми с SEN является, по мнению разработчиков курса, дифференциация. Вот что они пишут:

Differentiation

We can try to include all learners by differentiating the work we give them. Our aim with differentiation is to:

provide access to learning for all learners

provide successful experiences

motivate and build self-esteem and confidence for learning.

В этой части материал подан через многочисленные тесты и упражнения, которые трудно сюда скопировать. Попробую объяснить своими словами. Дифференциация - это такой подход, когда учитель адаптирует задание, инструкцию, содержание и любой материал урока так, чтобы он стал доступен ученику, испытывающему трудности. Например, один ученик может дать ответ полным предложением, а другой - одним словом. Один - написать, другой - нарисовать и т.п. И тот и другой достигают цели урока, но один на более продвинутом уровне, другой - более basic.

How can we differentiate by task?

Abstractness – some learners will need to work with concrete facts and objects before they are ready to deal with abstract concepts. For example, it is easier for some learners to say what their favourite colour is than to guess the colour of the hair of a character in the book.

Complexity – some learners need to have fewer facts and facts that are in context not isolation. E.g. If you are reading a book in class, some learners can be asked to focus on one character and other learners can focus on all the characters.

Variety – some learners will need shorter activities than others, some will need it to be presented in a different way to others which suits their learning style, interests and strengths.

How can we differentiate by response?

The teacher gives the following instructions and then reads out a list of names of animals.

Group A: Tick the word when you hear it.

Group B: Hold up the picture of the animal when you hear it.

Group C: Circle the picture when you hear it.

Group D: Act like that animal when you hear it.

This is an example of differentiation by learner response. The teacher is asking the learners to show her that they recognise and understand the meaning of a word. Each group is responding to the same word but in different ways. Learners can respond in the way which suits their own preferred style of learning and personality. The teacher hopes that this will give everyone a chance to feel comfortable and show what they really know.

How can we differentiate by content?

It is possible to simplify the content of a task, for example a reading text. Learners can be given slightly different texts and asked to find out the same information. This allows them to work at their own level and complete the same task. (тут должны быть картинки вариантов текста, но, увы, не могу скопировать).

9 марта, 2014

Ещё одной стратегией, помогающей в работе с SEN, является совместная работа членов данного педколлектива. Мне повезло - в системе вальдорфских школ, где я работаю, идее collaboration среди учителей отводится огромная, решающая роль. Никогда не приходится учителю в одиночку ломать голову над проблемным ребёнком, такие ситуации - общая и действительная забота всех учителей (+психолог, врач) данного класса.

Вот что предлагает курс:

Schools can plan to support learners with special educational needs in different ways.

Three approaches used in the UK are:

•provision mapping

•individual educational plans, usually called IEPs

•individual learning plans.

Provison mapping

Some schools use an approach called provision mapping. This means that the school evaluates the needs of all learners, paying particular attention to those who may be vulnerable, have special needs or be underachieving.

The school then looks at all the resources, support and interventions available and draws up a ‘map’ of provision for additional needs. This usually means providing extra help for certain groups of learners, such as those who are having literacy problems or those who have poor attendance at school.

Good provision mapping should empower all learners and raise standards in the school. It is an on-going process with constant reviews and all teachers are involved. This approach looks at problems learners are having and asks the question ‘what do staff have to do differently to address this problem?'

Individual Education Plans (IEPs)

An individual educational plan, usually called an IEP, is a teaching and learning plan for a learner with a special educational need. Each learner with a SEN has an IEP, which is designed to help the learner to make as much progress as possible. The IEP is written in a meeting with the learner, the special needs co-ordinator and the parent/carer. It sets out targets for the learner to work towards, teaching strategies which will be used and any extra help or support which will be provided. The IEP also includes information about the learner’s strengths and difficulties, how the plan will be monitored, who will co-ordinate it and when it will be reviewed. It should be a working document.

All teachers should be aware of the learners' targets. Targets should be SMART – specific, measurable, achievable, relevant and time-bound. The IEP should be easy to understand and simple to use. Targets might relate to the curriculum or to social or behavioural skills.

Individual Learning Plans (ILPs)

Some schools have individual learning plans for every learner. They do not make special plans for learners with special educational needs, their needs are covered in their individual learning plan.

As a classroom teacher you will probably have no direct control over how your school plans for learners with special educational needs. However, it is important to know which learners in your class have SENs and if there is a support plan in place for them. You can also contribute to this plan by sharing strategies which work in your class with other teachers. You can also share your learning from this course with your colleagues and maybe start a discussion about the different ways to plan for learners with SENs.

9 марта, 2014

После каждой части курса есть case study - случай из практики, который нужно разобрать, используя полученные знания. Кто заинтересован, пишите в личку - скину файл.

21 марта, 2014

ADHD, Attention Deficit Hyperactivity Disorder

Как всегда, начинают с теста. Мифы и факты об ADHD. Проверьте себя, ответы внизу. True or False?

Question 1

ADHD is not a fact, just a belief or interpretation around behaviour. These children are just being naughty.

Question 2

Learners with ADHD always need medication.

Question 3

ADHD is caused by poor parenting.

Question 4

More boys than girls have ADHD.

Question 5

Loss, trauma, neglect or violence in early years can cause some children to behave as if they have ADHD.

Question 6

All learners can show some symptoms of ADHD.

Question 7

ADHD impacts greatly on learning.

Question 8

Learners with ADHD are more likely to be excluded from school.

Question 9

There is very little the classroom teacher can do, only psychologists can help.

1.False. recent neuroscientific developments with brain scanning and imaging show that children with ADHD have differences in key areas of their brains.

2. False. some learners will need medication to help them to manage their behaviour at home and in school but some learners will not need medication. Even the learners who need medication will also need help from teachers and family to manage their behaviour and learning. Combination is usually important.

3. False. we should be careful not to judge the parents or carers of learners with ADHD. There are many factors which can impact on a child’s behaviour and many parents or carers of children with ADHD will have worked very hard to manage their child in a structured, consistent way. Teachers and parents or carers must work together to set up systems which will help the child. Research shows that heredity/genetic factors play a major role.

4. True. Yes, it is estimated worldwide that the ratio is 4 : 1 boys to girls.

5. True. some children will have learned protective behaviours which were necessary in an unpredictable environment. For example, they might have learned to be on high-alert for danger and this can lead to behaviours similar to those of a learner with ADHD.

6. True. Yes, all children at some time show some behaviours of a child with ADHD. This should not be confused with a professional diagnosis of ADHD. In order to get a diagnosis of ADHD, these behaviours must occur regularly, from an early age and across at least two contexts. Teachers must be careful not to make hasty conclusions about a learner who is showing some of these behaviours. Teachers must consider all factors which impact behaviour, for example, is the learner tired, bored, worried, or maybe not understanding?

7. True. Yes, learners with ADHD will have problems with concentration, focus, sitting still, listening, recalling and following instructions and working memory. All of these problems can impact on their ability to learn in the classroom.

8. True. Yes, 25% of learners with ADHD are likely to be excluded from mainstream school as a result of their behaviour.

9. False. there are basic classroom strategies which a teacher can learn which will benefit all students, particularly those with ADHD.

21 марта, 2014

2. What causes ADHD?

Scientists are not sure what causes ADHD, although many studies suggest that genes play a large role. Like many other learning difficulties, ADHD probably results from a combination of factors. In addition to genetics, researchers are looking at possible environmental factors, and are studying how brain injuries, nutrition, and the social environment might contribute to ADHD.

Genes

We inherit our genes from our parents and they are the 'blueprints' for who we are. Results from several international studies of twins show that ADHD often runs in families. Researchers are looking at several genes that may make people more likely to develop the disorder. If we knew the genes involved, we might one day be able to prevent the disorder before symptoms develop. Learning about specific genes could also lead to better treatments.ADHD_gene_iStock_000026014826XSmall

Children with ADHD who carry a particular version of a certain gene have thinner brain tissue in the areas of the brain associated with attention. This NIMH (National Institute of Mental Health in USA) research showed that the difference was not permanent, however, and as children with this gene grew up, the brain developed to a normal level of thickness. Their ADHD symptoms also improved.

Environmental factors

Studies suggest a potential link between cigarette smoking and alcohol use during pregnancy and ADHD in children. In addition, preschoolers who are exposed to high levels of lead, which can sometimes be found in plumbing fixtures or paint in old buildings, may have a higher risk of developing ADHD.

Brain injuries

Children who have suffered a brain injury may show some behaviors similar to those of ADHD. However, only a small percentage of children with ADHD have suffered a traumatic brain injury.

Sugar

The idea that refined sugar causes ADHD or makes symptoms worse is popular, but several research studies suggest this is not true. In one study, researchers gave children foods containing either sugar or a sugar substitute every other day. The children who received sugar showed no different behaviour or learning capabilities than those who received the sugar substitute. In another study, children who were considered sugar-sensitive by their mothers were given the sugar substitute aspartame, also known as Nutrasweet. Although all the children got aspartame, half their mothers were told their children were given sugar, and the other half were told their children were given aspartame. The mothers who thought their children had received sugar rated them as more hyperactive than the other children and were more critical of their behavior, compared to mothers who thought their children received aspartame.

Food additives

Recent British research indicates a possible link between consumption of certain food additives like artificial colors or preservatives, and an increase in activity. Research is continuing to confirm the findings and to learn more about how food additives may affect hyperactivity.

21 марта, 2014

3. Definition.

ADHD stands for Attention Deficit Hyperactivity Disorder. It orginates from the fourth edition of the Diagnostic and Statistical Manual of the American Psychiatric Association, 1994, It lists 3 types of ADHD:

Predominantly Inattentive Type(PIT)

Hyperactive Impulsive Type(HIT)

Combined type(CT)

The key features of ADHD are inattention, hyperactivity and impulsivity.

Inattention - PIT

•often fails to give close attention to detail or makes careless mistakes in schoolwork, or other activities

•often has difficulty sustaining attention in tasks or play activities

•easily distracted from tasks and play activities

•often does not seem to listen when spoken to directly

•often does not follow instructions through and fails to finish schoolwork, jobs or duties (not owing to oppositional behaviour or failure to understand instructions)

•often has difficulty in organizing tasks and activities

•often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort, for example, homework

•often loses things necessary for a task or activity, for example, pens or books

•often forgetful in daily activities.

Hyperactivity- HIT

•often fidgets with hands or feet or squirms in seat

•leaves seat in classroom or other situations where remaining in seat in expected

•often runs about or climbs in situations where it is inappropriate or continually feels restless

•often ‘on the go’ or acts as if driven by a motor

•often talks excessively.

Impulsivity- CT

•often blurts out answers before questions have been completed

•often has difficulty waiting for a turn

•often interrupts or intrudes on others, for example, butts into conversations.

An ADHD diagnosis is made if child shows six or more symptoms from the Inattention (PIT) list or six or more from the combined Impulsivity (HIT) and Hyperactivity (CT) lists. There also needs to be some evidence that the symptoms were present before the age of seven and across two or more settings, for example, school and home.

21 марта, 2014

4. ADHD Behaviors

Попробуйте определить тип ADHD. Ответ внизу.

Learners with ADHD can be difficult to manage in class and it is sometimes difficult for you, the teacher, to remain calm. Being able to identify ADHD behaviour can sometimes help teachers in these situations.

In the ADHD exercise accessible below you will identify ADHD behaviours.

(описание ситуации от учителя) "The trouble with Ahmed is that he just doesn’t care about his work or the teacher, he makes careless mistakes and he’s always losing things. He’s easily distracted and always turning around. He never focuses on his own work. He’s really lazy – he never finishes anything. I just think he can’t be bothered to listen to instructions."

Select one or more:

1. often fails to give close attention to detail or makes careless mistakes in schoolwork, or other activities

2. often has difficulty sustaining attention in tasks or play activities

3. easily distracted from tasks and play activities

4. often does not seem to listen when spoken to directly

5. often does not follow instructions through and fails to finish schoolwork, jobs or duties (not owing to oppositional behaviour or failure to understand instructions)

6. often has difficulty in organizing tasks and activities

7. often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort, for example, homework

8. often loses things necessary for a task or activity, for example, pens or books

9. often forgetful in daily activities.

10. often fidgets with hands or feet or squirms in seat.

11. leaves seat in classroom or other situations where remaining in seat in expected

12. often runs about or climbs in situations where it is inappropriate or continually feels restless

13. often ‘on the go’ or acts as if driven by a motor

14. often talks excessively

15. often blurts out answers before questions have been completed

16. often has difficulty waiting for a turn

17. often interrupts or intrudes on others, for example, butts into conversations.

Ahmed is showing many signs of the PIT. He is easily distracted and finds it difficult to pay attention. He does not finish his work because he finds it so difficult to focus. He finds it difficult to keep instructions in his head because he is so preoccupied. The teacher thinks he is lazy, but he is probably making huge efforts to concentrate and cannot.

The correct answer is: 1. often fails to give close attention to detail or makes careless mistakes in schoolwork, or other activities, 2. often has difficulty sustaining attention in tasks or play activities, 3. easily distracted from tasks and play activities, 4. often does not seem to listen when spoken to directly, 5. often does not follow instructions through and fails to finish schoolwork, jobs or duties (not owing to oppositional behaviour or failure to understand instructions), 7. often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort, for example, homework, 8. often loses things necessary for a task or activity, for example, pens or books

(описание учителя) "No-one wants Asha in their group because she always takes over and won’t listen to other people’s opinions. She talks non-stop and upsets other children by saying things they don’t like. She runs around the room, grabbing other children’s stuff and sometimes leaves the classroom without permission. She gets very upset when I try to discipline her and blames other children. She never finishes her work and she’s always getting involved in other people’s business."

Select one or more:

1. often fails to give close attention to detail or makes careless mistakes in schoolwork, or other activities

2. often has difficulty sustaining attention in tasks or play activities

3. easily distracted from tasks and play activities

4. often does not seem to listen when spoken to directly

5. often does not follow instructions through and fails to finish schoolwork,jobs or duties (not owing to oppositional behaviour or failure to understand instructions)

6. often has difficulty in organizing tasks and activities

7. often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort e.g. homework

8. often loses things necessary for a task or activity e.g. pens, books

9. often forgetful in daily activities

10. often fidgets with hands or feet or squirms in seat

11. leaves seat in classroom or other situations where remaining in seat in expected

12. often runs about or climbs in situations where it is inappropriate or continually feels restless

13. often ‘on the go’ or acts as if driven by a motor

14. often talks excessively

15. often blurts out answers before questions have been completed

16. often has difficulty waiting for a turn

17. often interrupts or intrudes on others e.g. butts into conversations.

Feedback

Asha is showing signs of being impulsive, inattentive and hyperactive, the CT of ADHD. She cannot work with other children, taking over their games, talking non-stop and not listening to other people. She cannot sit still, running around the room and even runs out of the room sometimes. She cannot follow the classroom rules. She does not get her work finished as she cannot sit still and focus on her own tasks.

The correct answer is: 2. often has difficulty sustaining attention in tasks or play activities, 3. easily distracted from tasks and play activities, 5. often does not follow instructions through and fails to finish schoolwork,jobs or duties (not owing to oppositional behaviour or failure to understand instructions), 11. leaves seat in classroom or other situations where remaining in seat in expected, 12. often runs about or climbs in situations where it is inappropriate or continually feels restless, 14. often talks excessively, 16. often has difficulty waiting for a turn, 17. often interrupts or intrudes on others e.g. butts into conversations.

(описание учителя) "I get a headache when Jane’s in my class. She’s like a spinning top, never sits still, always playing with something with her hands, kicking her feet on the chair, talking all the time. She really scares me sometimes when she climbs up on the desks and won’t come down. She annoys other children because she never lets them speak, always interrupting and they taking over their games."

Select one or more:

1. often fails to give close attention to detail or makes careless mistakes in schoolwork, or other activities

2. often has difficulty sustaining attention in tasks or play activities

3. easily distracted from tasks and play activities

4. often does not seem to listen when spoken to directly

5. often does not follow instructions through and fails to finish schoolwork,jobs or duties (not owing to oppositional behaviour or failure to understand instructions)

6. often has difficulty in organizing tasks and activities

7. often avoids, dislikes or is reluctant to engage in tasks that require 7. sustained mental effort e.g. homework

8. often loses things necessary for a task or activity e.g. pens, books

9. often forgetful in daily activities

10. often fidgets with hands or feet or squirms in seat

11. leaves seat in classroom or other situations where remaining in seat in expected

12. often runs about or climbs in situations where it is inappropriate or continually feels restless

13. often ‘on the go’ or acts as if driven by a motor

14. often talks excessively

15. often blurts out answers before questions have been completed

16. often has difficulty waiting for a turn

17. often interrupts or intrudes on others e.g. butts into conversations.

Feedback

Yes, Jane is showing signs of being the Hyperactive Impulsive Type (HIT). She cannot sit still, is always restless and ‘on the go’. She takes risks on an impulse, doing potentially dangerous things in the classroom. She also impulsively interrupts other children and cannot wait her turn.

The correct answer is: 10. often fidgets with hands or feet or squirms in seat, 12. often runs about or climbs in situations where it is inappropriate or continually feels restless, 13. often ‘on the go’ or acts as if driven by a motor, 14. often talks excessively, 16. often has difficulty waiting for a turn, 17. often interrupts or intrudes on others e.g. butts into conversations.

We need to be careful not to label learners. Many learners show these behaviours when they are tired, anxious or over-excited. Learners often have problems focusing in loud, chaotic classrooms. As teachers we need to make sure we have calm classrooms, with clear rules and expectations, with differentiated, age – appropriate tasks before we start to assess a learner’s behaviour. Schools and teachers are sometimes too quick to think a learner has ADHD, when they actually need to implement better classroom management and planning.

22 марта, 2014

So true, so true...

Exactly.

22 марта, 2014

5. A scientist's view

Professor Russell Barkley is one of the main experts in the area of brain science and ADHD. He proposes that learners with ADHD have deficits in their executive functioning and working memory. Executive functioning is a term psychologists use to describe the many tasks our brains perform that are necessary to think, act, and solve problems.

Executive functioning includes tasks that help us learn new information, remember and retrieve information we've learned in the past, and use this information to solve problems of everyday life.

Working memory refers to our capacity to hold information in our mind that will be used to guide our actions either now or later. It is essential for remembering to do things in the near future. Learners with poor working memory lose track of the goal in their activities and often seem very disorganized, arriving late or forgetting what to do next. They are not able to measure or sense time realistically in daily activities.

Learners with ADHD often have the following difficulties:

•They are not good at problem-solving.

•The development of their ‘internal voice’ is delayed. This is the private voice we use for talking to ourselves. We use this voice to think about things, reflect on activities and decide on our own actions. We need this voice to help us to understand and follow rules and to keep ourselves ‘on-track’ to our goals.

•Combined with working memory difficulties, this causes problem with reading comprehension as learners are not able to stop, think about the meaning of the text and their reaction to it.

•They have difficulties with emotions and motivation. Some learners with ADHD express emotions in the moment and dramatically. The feelings are not necessarily inappropriate to the situation but the learner shows them more readily than others in the same situations. For example, if they find an activity boring, their reaction will be loud and extreme.

•They find it difficult to motivate themselves towards their goals. They often appear to be daydreaming instead of getting on with the task. The lack of an internal voice and an ability to regulate emotions, lead to difficulties in working towards a goal and keeping motivated.

Упражнение.

We can see that a learner with ADHD might have specific difficulties which affect learning. The most significant difficulties are with working memory, self-regulation through an internal voice and therefore self motivation. They will need help with this in class.

This is a list of problems the teacher might see in the classroom. Match a cause to each problem.

Question 1. Cannot complete a reading maze with several options at each stage.

*internal voice difficulty, self talk gets in the way of understanding the text

*difficulty regulating emotion

*problem-solving difficulties

*working memory