In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”

1. From “I can’t!” to “I can!!!!”
Multisensory ELT for Inclusive
Classrooms.
1st Young Learners’ Conference1st Young Learners’ Conference
British Council, ChileBritish Council, Chile
October 2015October 2015
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/

2. Questions for todayQuestions for today
 What is SEN?
 What do you believe about SEN?
 What is Inclusion?
 What do you feel about Inclusion?
 What are SpLDs?
 What do you really know about SpLDs?
 What are multisensory activities?
 Do you feel confident to do them?
 How do we do them?

3. FromFrom
I CAN’TI CAN’T
ToTo
I CAN!I CAN!

4. Think timeThink time
Special or Specific
Educational Needs
Identify SENs
Which ones do you encounter in your classes?
Think, Pair, ShareThink, Pair, Share

5. What are Special/Specific Needs?What are Special/Specific Needs?

6. Think time…Think time…
Difficulties

7. Talk TimeTalk Time
SuccessesSuccesses

8. Range of Specific NeedsRange of Specific Needs
 dyslexia
 DOD
 AHDD
 a physical challenge
 deafness
 school phobia
 a disease (sometimes
terminal)
 cerebral palsy
 Down syndrome
 Asperger’s
 autism
 poverty
 problems of conduct
 disruptive behaviour
 inadequate adaptation
to formal educational
settings
 immigrants

9. What do you know?What do you know?
Listen and MatchListen and Match

10.  Jonathan (17) DyslexiaJonathan (17) Dyslexia
 Samson (12) ADHDSamson (12) ADHD
 Natalia (19) Asperger’sNatalia (19) Asperger’s
 Krystal (18) DyspraxiaKrystal (18) Dyspraxia
 Gillian (21) DyscalculiaGillian (21) Dyscalculia

11. Multi-sensory activitiesMulti-sensory activities

12. SS
PP
II
CC
EE

14. DyslexiaDyslexia
 variable and often familial
 problems acquiring and
processing own language
 lack of proficiency in
reading, spelling, writing
 may affect spoken
language
 lack of phonological
awareness
 lack of letter/sound
correspondence
 use graphic stories
 use pictures
 use flash cards
 use mime and actions
 stress letter/sound
correspondence
 stress oral work over
writing
 lessen the stress
 achieve more moments of
success / Eureka!

16. ADD and ADHDADD and ADHD
(Attention Deficit Hyperactivity Disorder)(Attention Deficit Hyperactivity Disorder)
 tiredness, lack of energy
 short attention span
 poor concentration
 focussing or completing
tasks or being organised
 problems in listening
attentively
 behave in an impulsive
and hyperactive manner
 not able to sit still or
quietly
 use pre-arranged warning
signals
 establish eye contact
 put up the menu
 discuss probs in private
 instructions one by one
 change assessment
 use energisers
 change activities often
 minimise distractions

18. SEBDsSEBDs
(Social, Emotional and Behavioural Difficulties)(Social, Emotional and Behavioural Difficulties)
 social relationships
 emotional problems
 behaviour disorders
 diverse and complex
 present great
challenges- frustration,
helplessness and
despair
 must trust and bond
with the teacher
 enter into the
community spirit of
the classroom
 games-comp, coll
 action and mime
 body language
 private conversations

20. Asperger’sAsperger’s
 social situations
 making eye contact
 hard to make friends
 often hypersensitive to
noise and crowds
 focus strongly on certain
interests > expert on..
 normal or above average
intelligence
 thrives on clear
expectations and routine
 write class schedule and
time frames on board
 use visuals, charts,
colour coding, graphics
 use comic strips/social
stories, role play
 prepare for any changes
 find special gifts
 designate areas
 use ICT for writing
 use the magic circle

21. Using realia

22. Mark FletcherMark Fletcher
ThereThere
are noare no
naughtynaughty
childrenchildren

24. Four Little MonkeysFour Little Monkeys

25. General HintsGeneral Hints
 Celebrate diversity/variety/difference
 Cater for all learning styles/individual needs
 Ask two footed Qs/relate learning to experience
 Use a menu for today showing the BIG picture
 Develop a leadership style based on respect and
trust
 Go for positive group dynamics
 Make expected behaviours and attitudes clear
 Check in chunks

26. Let’s do some!

28. “A curriculum with flexible goals,
methods, materials, and
assessments that empowers
educators to meet different
needs.”
Joy Egbert

29. Multisensory EducationMultisensory Education
AffordancesAffordances
InterventionsInterventions
DifferentiationDifferentiation

30. Disability is part of the human
condition. Almost everyone will be
temporarilyy or permanently
impaired at some point in life.
World Health Organisation 2011

31. Change Assessment ProceduresChange Assessment Procedures

32. Equality or Equity?Equality or Equity?

34. 93 million children, up to the age of93 million children, up to the age of
14, live with a moderate or severe14, live with a moderate or severe
disability.disability.
The state of the World´s Children – UNICEF 2013The state of the World´s Children – UNICEF 2013

35. ““Children with disabilities areChildren with disabilities are
among the world’s mostamong the world’s most
marginalized and excludedmarginalized and excluded
children.”children.”
World Health Organization – World Bank 2011World Health Organization – World Bank 2011

37. ““Education should be inclusive at allEducation should be inclusive at all
levels and it should ensure equallevels and it should ensure equal
access to the same general educationaccess to the same general education
offered to all.”offered to all.”
Convention on the Rights of Persons with Disabilities – 2006Convention on the Rights of Persons with Disabilities – 2006
Schools and classroomsSchools and classrooms
for All, with All at All timesfor All, with All at All times

38. Action Songs

39. Resourceless ClassroomsResourceless Classrooms
Use your best resources:Use your best resources:
You!You!
Your Students!Your Students!

40. Multisensory ActivityMultisensory Activity

41. Exploding Myths!Exploding Myths!
 People with learning difficulties cannot learn
languages
 SEN students should be segregated in
Special Schools with specialist teachers
 Including SEN students in mainstream
classes brings down the standards of
everybody
 I need to be a SEN specialist to teach
English to SEN students

42. To increase the presence,
participation and achievement of
all learners

43. Stage Fighting

45. Making VisibleMaking Visible
the Invisiblethe Invisible
andand
Giving VoiceGiving Voice
to the Voicelessto the Voiceless

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

48. Thank you!!!Thank you!!!
British CouncilBritish Council
Susan HillyardSusan Hillyard
ssnhillyard@gmail.comssnhillyard@gmail.com
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/