The whole school approach by amanda kirby

The whole school approach

BUT …… TIE

TASK

Individual

Environment

SPLD school approach

Training

Knowledge

External Communication

Identification

Support

Monitoring systems

Evidence of training must be provided for all staff (including Governors, Head teachers, AENCO/inclusion manager, class teachers, Teaching assistants and support staff).

2.Knowledge • Staff should know exactly how to support student/adolescents with difficulties and where they can get help or information if they don’t. • Staff should have access to generic support strategies, pen portraits of students with SpLDs and policy documents. • Every school should have a member of staff who has training and ‘expertise’ in each and across SpLDs’.

2.Updating and sharing knowledge –Sign posting • for staff, students and parents and how the school raises awareness of positive approaches and outcomes of students with SEN.

–Cascading • how knowledge is cascaded across the school

3.External communications â&#x20AC;˘ With parents â&#x20AC;˘ With other agencies

4.Identifying pupils • Screening and assessment tools – Measurements – When action happens

• Referral process – the referral pathway, when they refer and who to – e.g. referral for DCD, Dyscalculia – Waves and pathways with HA e.g. Swansea/Bridgend/Newport/Wakefield

5.Knowledge of SpLDs and how to support • Staff should know exactly how to support children/adolescents with difficulties and where they can get help or information if they don’t. • Staff should have access to generic support strategies, pen portraits of students with SpLDs and to policy documents • Every school should have a member of staff who is an expert in each SpLD

5.Supporting pupils • Type of support needed – on a whole school level, – a class level – for each SPLD area

• • • • •

Evidence of how the support is provided by the school Supporting pupils with transition The role of TA/LSA Teaching pupils how to cope with their difficulties Involving pupils in their own development/routes to independence

6.Monitoring and outcomes â&#x20AC;˘ What and how undertaken

2.Knowledge

What do some of the terms mean?

â&#x20AC;˘ Defining the meanings â&#x20AC;˘ Suggestions for strategies for support

Dyslexia Dyslexia is a difficulty with the acquisition of reading, writing and spelling Thismay be caused by a combination of •phonological •visual processing •auditory processing deficits. Word retrieval and speed of processing difficulties may also be present

Prevalence â&#x20AC;˘ Around 5% of the population â&#x20AC;˘ Greater numbers of males than females

This may be recognised by: • Rereading information several times • Making spelling errors even with “ simple” words such as cat for cot • Mishearing words - ship/chip • Not remembering instructions • Taking longer than others to take in information and remember it.. Or ‘losing’it • Slower copying from the board • Makes more errors/crossings out

Sequencing difficulties • When reading may: – Put letters in the wrong order, reading felt as left, act as cat, reserve as reverse, expect as except – Put syllables in the wrong order, reading animal as aminal, hospitalashopsital, enemy as emeny

– Put words in the wrong order, reading are there for there are – Omit letters, i.e. reading or writing catforcart, wet for went, sing for string.

Directional confusion Directional confusion is the reason for reversing of letters, whole words or numbers, or for so-called mirror writing. The individual may: – reverse letters like b and d, or p and q, either when reading or writing – read or write words backwards like no for on, rat for tar, won for now, saw for was – may read or write numbers backwards 17 for 71

Letter sounds

Metacognition

Alliteration

Comprehension

Syllabification

Questioning

Listening

Visualisation

Focus

Rhyming

Dyslexia resources: • Welsh Lit review • Rose reporthttp://publications.education.gov.uk/default.aspx?Pag eFunction=productdetails&PageMode=publications&Pr oductId=DCSF-00659-2009& • Benchmarking in Wales • www.bda.org.uk • www.embeddyslexia.eu- information and tools for supporting individuals with Dyslexia • www.isheds.eu- study skills resources and information on Dyslexia

2.Knowledge

Strategies

Alphabet arc

CAT

No/little cost resources a

green

shrub

tree

air plant e stalk

branch

nectar

wood

roots

rhizome

potato

cabbage

rose

flower

stamen

petal

Help with sequencing/memory

Games to play Listening activities • Listen to everyday noises with eyes closed e.g. door bell or telephone and try to describe. • Guess the sound of the object in the container e.g. sand, dried peas etc. - shake and discuss the sound. • Odd one out - see if he can tell you which word didn't rhyme e.g. cap, tap, flap, sock, lap. • I went to market etc... Looking activities • Snap • Pairs • Sorting -colours, shapes, sizes, pictures. • Tray game - place objects on a tray, cover them and ask the child to remember as many as possible. • Encourage a balanced grip with crayons and pencils. • Dot-to-dot books are helpful to practise pencil grip.

Adaptations and Support

Wordbar

â&#x20AC;˘ A word bank at the bottom of the screen â&#x20AC;˘ Click on a word to send it to any word processor

Wordbar

窶｢ Organised into tabs 窶田an be topical, alphabetical 窶｢ Voices- can add own

Wordbar

â&#x20AC;˘ Easy to add a tab

Wordbar

â&#x20AC;˘ Easy to create new Wordbars

Wordbar

â&#x20AC;˘ Easy to change the colours and fonts

Wordbar

• Easy to change the colours and fonts • ‘Explorer’ organises your Wordbars

CLICKER-5

http://www.readwritethink.org/files/resources/inter actives/essaymap/

Co Writer

www.ghotit.com ÂŠ The Dyscovery Centre 2007

Bomb blasting

Using real or web Post- it notes http://download.cnet.com/Post-it-DigitalNotes/3000-2351_4-10060027.html

Mind mapping -www.ikon.com

KIDSPIRATION

www.webspiration.com

Speech-to-text Dragondictate 11

Text-to-speech e.g. readplease.com http://www.expressivo.com/say/WkLFzDXR

Classroom computer strategies

Changing colour background

Readability statistics

Screenruler

ADHD

ADHD • The three core symptoms of ADHD are generally considered to be these: – Hyperactivity – Impulsivity – Attention and concentration problems

• Prevalence: 1-2% of population • Gender: 3:1 M:F

Signs of attention and concentration difficulties • Difficulties with concentration • Fidgety - difficulty sitting still • Difficulty completing a task - starts but does not finish • Impulsive - answering out of turn, queuing • Poor organisational skills • Forward planning • ‘Time blind’ • Dreamy • Not listening to instructions • Starts a project-little follow through

4.Identifying pupils

Screening tools • SNAP1V screening tool (Myadhd.com) • Strengths and Difficulties Questionnaire ( www.youthinfo- multiple languages)

ADHD resources • www.livingwithadhd.co.uk • www.adhdtraining.co.uk • www.move627.org

2.Knowledge

Strategies

Working environment

Inattention/fiddling

Timers

Colour coded timetables

ASD/Speech, language and communication difficulties

•

These are a range of difficulties that may affect the student’s ability to speak,

understand, and communicate effectively.

– The student may appear unwilling to answer questions in class, – require information to be repeated several times to understand – have difficulties making and keeping friends.

• Speech, language and communication difficulties may include students with a diagnosis of – – – – – –

Autism Spectrum Disorder Aspergers Syndrome Pragmatic Language impairment, Verbal Dyspraxia receptive language disorders, expressive language disorders.

Students may face difficulties: • • • •

Pronouncing words clearly or correctly Speaking fluently without hesitating too much or stuttering, Using words and grammar appropriately Putting words together to let others know what they think or want • Understanding what others say • Understanding the inference or meaning to words- such as the social context • Turn taking

Communication • Communication is the way we receive and understand spoken and written information as well as our ability to express information by words, signs or writing. • Some young people have difficulties with – the production of speech – difficulties understanding and interpreting what others are saying and being able to “decode” it.

Language Language has to do with meanings, rather than sounds. Can the young person understand what is being said and then respond in an appropriate manner? This is taking meaning from the world around them and making sense of it and responding with others.

Verbal and non-verbal â&#x20AC;˘ Verbal(what you say) â&#x20AC;˘ Non - verbal(use of gestures, pointing to something you want, smiling at someone, the shrug of your shoulders when unsure, the use of hands to stop someone).

Non verbal language Gestures and Postures • •

• •

What does a hand movement mean, or the way we sit with our arms crossed when talking to someone? Hand and arm movements that communicate meaning are called gestures. Positions of the entire body that convey meaning are called postures. Both can convey messages that conflict with spoken words, confusing communication efforts.

Receptive language â&#x20AC;˘ Understand what is being said to you

Expressive language â&#x20AC;˘ Thinking and constructing sentences â&#x20AC;˘ Answering questions

Articulation • Being able to say words clearly without errors • Verbal Dyspraxia • Stammering

Social use of language • • • • •

Social use of language Judging when to start. When to stop Tone of voice Intonation Volume

Autism Spectrum Disorders • Asperger's syndrome - m:f = 9:1 • ASD - m:f = 5:1 • Autism - m:f = 2:1

ASD features 1. Impairment in reciprocal social interaction 2. Impairment in language and communication 1. Expressive and receptive 2. Non-verbal

3. Repetitive and stereotypical behaviours 1. 2. 3. 4.

Gross motor Abnormal sensory experiences Abnormal obsessional interests Instance of routine and sameness

4. Lack of imaginary and symbolic skills

Signs of social and communication difficulties • Few friends • Get angry • Lack “theory of mind”- not able to see YOUR point • Narrow range of hobbies • Have speech like a “professor” • May have twitches/grimaces • Avoid eye contact

Useful resources/sites • • • •

www.NAS.org.uk www.Afasic.org.uk- ‘Watch your language’ I-CAN-www.ican.org.uk/ Mindfull ( Jessica Kingsley publishers)

2.Knowledge

Strategies

Emotional support between pupils e.g. SEAL materials

http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/banda/seal

Visual timetables

In and around school • • • • • •

Circle time Circle of friends Friendship bench Place of ‘safety’- low sensory area Reporting changes Planning for times of transition

DCD/Dyspraxia

DCD • Around 6% • Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting motor co-ordination in children and for many continues into adulthood. • This condition is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke. • The range of intellectual ability is in line with the general population . • Individuals may vary in how their difficulties present.

The co-ordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with writing, typing, riding a bike, self care tasks, and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home and work such as driving a car and DIY. In addition individuals often have difficulties with organisation and planning skills.

Signs of motor difficulties • Writing – copying from the board and at speed • Difficulty with tool usage • Dressing, self care skills • Shorter written pieces • Ball and team games- may be better running or in stationary games • Learning to ride a bike • Slower learning new skills at speed • Disorganised work • Lose possessions • Poor time management

Useful resources • • • • • • • • • •

www.Dyspraxiafoundation.org.uk DCD-UK.org DANDA.org.uk NHA- National Handwriting Association www.nhahandwriting.org.uk/ http://www.handwritingforkids.com/handwrite/index.htm Handwriting made easy/Handwriting without tears/Cardiff handwriting pack Newport LA DCD packs Handwriting pack(Dyscovery Centre) 100 ideas for school – Kirby and Peters (Continuum) Smart Moves

4.Identifying pupils

Motor difficulties screening tools- free • Early years movement checklist • DCDQ • Adult DCD checklist • www.dyscovery.org

2.Knowledge

Strategies

Writing difficulties • DASH- Detailed Assessment of Speed of Handwriting-6-16 years( extension to 25 years) • HPSQ- Handwriting proficiency screening questionnaire

Quick tips for writing • Pre-writing experiences • Letter formation -Always use the correct form to make the letterscorrect this if not • Letter positioning- make the child aware of spaces between words • Joining – Pattern making creates a rhythm – Practice groups of letters

• Practice fluency/automaticity Check also for • Posture • Pain • Spelling

Raised lined paper

Grips colour and type

Shorter pencils

A choice of pens and pencils

Pencil case

Book holder

Seating position

Angle boards

Writing patterns

www.do2learn.com

Keyboard set up L handed keyboard

Small note/netbooks/pads e.g.AsusEeePC/ Samsung

Dana Neo

TYPING PROGRAMMES

Visual tracking

http://www.senselang.org/typing/tutor/index.php?lang=EN

Nessy fingers

Typing instructor deluxe

PE and sports adaptations

Getting changed for PE

ÂŠ The Dyscovery Centre 2007

Adapting the tasks Smaller groups

Break down the skill

Alternative sports-non team based

Change the pace

Dyscalculia

Dyscalculia • Specific difficulties in numeracy skills • 6% but overlap with Dyslexia and DCD

Signs of number difficulties • Same strategies as younger children but are error prone • Slow at calculating and counting • Difficulty retrieving number facts • Do not know their tables • Poor at monitoring their counting • Problems switching between different strategies when completing mathematical problems

Why? • Some have difficulties with mathematical concepts • Working memory difficulties • Spatial representation • Language • Motor associated • Executive functioning- planning and checking

Results in: • Poor management of money • Errors doing simple calculations • Difficulty understanding a series of commands- 2 to the left/1 to the right • Difficulty keeping score in a game • Harder to play strategic games like chess

Useful resources/sites • Maths and Dyscalculia handbook ( The Dyscovery Centre) • http://www.teachingideas.co.uk/maths/contents02p roblems.htm • ICT in Maths;Alison Clark-Jeavons :ISBN: 1 85539 191 0,Exciting • Precision mathswww.johnandgwyn.co.uk/home.html • http://www.woodlandsjunior.kent.sch.uk/maths/index.html

2.Knowledge

Strategies

Larger graph paper

http://www.mathsphere.co.uk/resources/MathSphereFreeGraphPaper. htm

If difficult in visualising or hearing it â&#x20AC;˘ Need to feel and see it

Jonny went down the street and had ÂŁ3.20, He had to buy six apples at 20p each and 4 pears at 10p. What change did he have?

Numicon.co.uk

Making maths real Cookery

Weights and measures Shape- geometry Half and quarters Language Planning Motor skills

Maths and movement â&#x20AC;˘ Fishing game- for numbers â&#x20AC;˘ Adding and subtracting- crawling to the end of the room

Specific tool usage

Rulers

Scissors

â&#x20AC;˘ http://www.woodlandsjunior.kent.sch.uk/maths/index.html

EAL

2.Knowledge

Strategies

EAL http://www.emasuk.com/

Talking translator

Study guides in different languages

: http://www.studygs.net/

Behaviour ADHD

ASD

EF Dyslexia

DCD/Dyspraxia

SLI

Executive functioning

EF and Specific Learning Difficulties • ADHD – all ADHD children have EF impairment to varying degrees (Barkley 2001) • ASD – Pennington and Ozonoff (1996) found children performed 1 SD below control group on EF tasks • DCD – children impaired on tests of working memory (Alloway & Temple, 2007) • Dyslexia – studies have found WM deficits that compound their phonological problems (Wolf 2010) • Dyscalculia – Askenazi & Henik (2010) found evidence of specific EFDs in university students with ‘pure’ dyscalculia

Components – Activation- organising , prioritising tasks, time estimation, initiation.. procrastinate – Focus-sustaining and shifting.. Reading over and over – Effort-regulating alertness..completing tasks, sleep pattern (can’t shut off)

Components – Emotion-managing frustrations and modulating emotions..keeping things in perspective – Memory- using working memory and accessing recall.. what has just been said, remembering a sequence – Action- monitoring and regulating self action..impulsive, not considering the context, can’t adjust pace

Ideas to help with organisation and study skills

EF: â&#x20AC;˘ Is a predictor of future social competence ( Nigg et al,1999;Clark et al,2002)

â&#x20AC;˘ ADHD and poor EF- affect academic achievement (Biederman et al, 2004)

Long term.... • EF demands persist and increase into adulthood • Impact on occupational under- attainment

• Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD – 69% had persistent EF deficits • Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developing – 81% of ADHD group had persistent ADHD diagnosis – Differences between the 2 groups in working memory, planning and problem-solving increased with the complexity the task The Dyscovery of Centre copyright 2011 Amanda Kirby

Age related EF Pre- school – run an errand- go and get your shoes from upstairs – Clear dishes, do teeth

Primary school – Tidy bedroom – Queuing in the playground – Completing a homework/project – Writing a story – Saving money for a present

Secondary school – Navigate around school – Assignments completed in time – Revising and doing examinations – Starting off a project – Meeting deadlines – Plan after school activities – Respond to feedback from work – Consider longer term goals – Choose not to do dangerous behaviours – Choosing what ThetoDyscovery wear Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD in higher education Data capture for the 6 EF domains (planning, organisation, impulse control, working memory, metacognition and time management) Additional 20-item list captured the use of tools - if any – to guide students to be ‘more organised’ (e.g. Using a diary, software etc..) Analysis: Descriptive statistics to describe student sample Chi squared cross-tabulation / analysis of variance to compare diagnosis groups

Executive Functioning skills deficits in students with DCD in higher education Participants:

ď ś353 students completed the survey

Table 1

Frequency % (n)

Male % (n)

Female % (n)

Mean Age (sd)

DCD

6.1 (20)

35.0 (7)

65.0 (13)

23.90 (5.59)

Dyslexia

16.8 (55)

52.7 (29)

47.3 (26)

24.85 (8.83)

DCD and Dyslexia

4.0 (13)

38.5 (5)

61.5 (8)

25.77 (9.63)

No formal diagnosis but difficulties

56.4 (185)

59.0 (108)

41.0 (75)

26.86 (9.68)

No formal diagnosis

16.8 (55)

21.8 (12)

78.2 (43) *

27.17 (8.55)

DCD 60

DCD/Dys 50

Results: Dyslexia

% 40

No diag/diff 20

No diagnosis 10

Planning

Organisation

Impulse Control Working Memory Metacognition

Time Management

Results Using study tools Significant differences between TD and SpLD groups ( P= < 0.01) 90 80

70 60 50 SPLD % 40

TD %

30 20 10 0 never have study partner

Never use End Note/Ref manager

Don't use past papers for revision

Planning â&#x20AC;˘ I think through the answer before starting in an exam â&#x20AC;˘ I plan what I need to do each day and usually achieve it

Organisation • • • •

I know where to find important possessions I’m able to decide on priorities in my work I’m good at organising lecture notes I’m able to select key points from journal articles and textbooks

Time Management • I’m good at estimating how long it will take to complete an assignment • In an exam I answer all the questions within the time limit • It’s difficult to motivate myself to start an assignment • I’m able to plan time effectively for work / personal tasks The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory • When doing something in sequence, I lose where I am • I have difficulty remembering directions after hearing them • I find it difficult to do two things at once

Implications for life?

Areas of EF • Those that involve planning or decision making. • Those that involve error correction or troubleshooting. • Situations where responses are not well-learned or contain novel sequences of actions. • Dangerous or technically difficult situations. • Situations which require the overcoming of a strong habitual response or resisting temptation. …. LIFE IS VARIABLE The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS

NEW SCHOOL ENVIRONMENT

INDIVIDUAL

Strategies for success 1. Understanding that this is not done â&#x20AC;&#x2DC;on purposeâ&#x20AC;&#x2122; 2. Knowing and doing are 2 different things 3. Coach the child in rehearsed behaviours 4. Remind the child with a list or schedule - practice this ++++++ 5.Check for triggers if this is not working The Dyscovery Centre copyright 2011 Amanda Kirby

6.Teach the skills rather than waiting for it to occur through osmosis

7.Consider the child’s developmental level 8.Encourage automation of ‘boring’ tasks but with some pleasure stuff as well ( music) 9. Show and discuss improvements

10. Scaffold just enough support for the child to succeed 11.Use incentives along with instructions 12.Support until the child has gained mastery 13.Fade support rather than abruptly stop it 14.Move from an external to internal control â&#x20AC;&#x201C; Cueing to remind teeth cleaning The Dyscovery Centre copyright 2011 Amanda Kirby

Allow ‘talk out loud’ • • • • •

What do I need to do What should it look like in the end How long will it take me When do I need to start I will write a list/read a recipe/make a plan • Have I other things I need to think about as well • What went wrong there, what could I have done differently

Self awareness • Rate tasks. • What are your skills now? • What would a better score look like?

Scaffold.. Writing an essay

Teach organisation • Space • Person • Activity

Organise at school • The class environment • Desk environment • Regular short meetings

At home â&#x20AC;˘ Place at the door for everything that needs to go to school- bag packed the night before â&#x20AC;˘ Homework stationsame place, same time with kit at hand

To do list • • • •

How much Which first Rewrite it Are the relevant things on it • Electronic is betterthere is an archive...

Use learning links • Learning links • Overall term plan • Overall week to week plan • Class plan • Seeing the solution • Problem solving • Dealing with choice making • Auditing outcomes • Filing systems The Dyscovery Centre copyright 2011 Amanda Kirby

Mind map of overall aims Rivers

Amazon

Mountains

Geology

Erosion

Working memory • Verbal reminders • Alarms on watches • Note book or computer to keep to do lists • Place cues prominently • Check they are using the cue– did you.. What happened The Dyscovery Centre copyright 2011 Amanda Kirby

Time blind.... • Check how long tasks take • Build in extra time • Create a schedule of activities • Lots of clocks • Worse case scenarios... • Good sleep patterns help The Dyscovery Centre copyright 2011 Amanda Kirby

Sustained attention • • • • •

Clear start and stop signs- alarms Reminder boosters during the task Supervision and positive prompts Decide the best time of day to study Reward at the end of the task

Self regulation • • • • •

Anticipate problems occurring Teach relaxation techniques Break tasks into smaller chunks Positive self statements modelled Thinking about an experience can effect the result... Sports science theories The Dyscovery Centre copyright 2011 Amanda Kirby

www.move627.org

The site contains: • Information on EF • Tailored approaches for teachers, health professionals, for parents and children – Diary system with reminders – Games to play- social, organisational, time management – Downloads that can be personalised – Printable downloads relevant to different audiences

Games for children

Open access part â&#x20AC;˘ Basic information about the site â&#x20AC;˘ Games for children to play but not save

Results of childâ&#x20AC;&#x2122;s activity on the games

A range of aids •To do lists •Time table makers •Reminders

Create a time table

To do List

Names and pictures of all the teachers

MATCH IT

Dyscovery Centre 2011

Saved documents to reuse/amend

The child's diary Daily and weekly reminders

Childâ&#x20AC;&#x2122;s diary

Mini U Build your own avatarpresents then in all the games and in the diary

Mini U- Build childâ&#x20AC;&#x2122;s avatar

All about me Telling others about likes/dislikes and concerns

All about me

Pack it! Helps with organisation and planning skills

Dress to Impress What to wear and when

Dress to Impress

Comments on choices

What if? Game of social consequences

What if?

Guidance on each scenario

Face it! Introducing feelings and emotions

Different levels to play

Map challenge

Canteen Challenge

Other areas of the site • Downloads for the different audiences – Parents – Educational professionals – Health professionals

Downloads

Websites • • • •

www.move627.org www.spldtransitions.org www.dyscovery.org www.boxoifideas.org