Learning environment and partnerships Special educational  needs and/or disabilities Training toolkit Working in partnersh...
Learning outcomes <ul><li>You will understand: </li></ul><ul><li>different types and degrees of student participation </li...
Learning outcome <ul><li>You will understand different types and degrees of  student participation </li></ul>Activity 1
United Nations Convention on the Rights of the Child <ul><li>“ Children who are capable of forming views have a right to r...
Students and decision making <ul><li>“ Children and young people with SEN have a unique knowledge of their own needs and c...
Principles of pupil participation <ul><li>Clear commitment to involving pupils </li></ul><ul><li>Valuing their involvement...
Student participation <ul><li>Formal   happens at set times and for a reason, eg at the annual review of a statement of SE...
Making decisions <ul><li>Personal   made by students, eg about their own  learning goals </li></ul><ul><li>Public   studen...
The Disability Discrimination  Act 2005 <ul><li>Every school must now have a disability equality  scheme (DES) </li></ul><...
Principles of the Secondary  National Strategy <ul><li>Expectations − setting high expectations and challenging targets fo...
Ofsted <ul><li>Encourages inspectors to obtain students’ views about their learning, personal development and the school <...
Filsham Valley School <ul><li>The clip includes: </li></ul><ul><li>eye contact </li></ul><ul><li>listening skills </li></u...
Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the elements of effective communication </li></ul><ul><li...
Effective communication <ul><li>Students with SLCN may have difficulty expressing themselves  </li></ul><ul><li>Students w...
Essential skills <ul><li>To help students express themselves and talk about  </li></ul><ul><li>their feelings, teachers ma...
Essential skills  (continued…) <ul><li>To help students express themselves and talk about  </li></ul><ul><li>their feeling...
Social and academic skills in mathematics learning <ul><li>Students are to work in groups to explore a problem </li></ul><...
Active listening: set the scene <ul><li>Find an appropriate time and place </li></ul><ul><li>Sit next to, not opposite, th...
Active listening techniques <ul><li>Give the student time to respond </li></ul><ul><li>Help them focus on the main issue (...
Effective communication <ul><li>Why might some students with SEN and/or  disabilities find it difficult to communicate wit...
Effective communication  (continued…) <ul><li>How can teachers’ questions aid communication skills?  </li></ul><ul><li>How...
Learning outcome <ul><li>You will understand the importance of a whole-school approach to increasing students’ participati...
Key issues in planning for  student partnership <ul><li>School ethos </li></ul><ul><li>Problems of school site </li></ul><...
Learning outcome <ul><li>You will understand how students with SEN  and/or disabilities can be included in assessment  for...
Evaluating AfL <ul><li>Do students: </li></ul><ul><li>understand their own goals? </li></ul><ul><li>understand how they wi...
Evaluating AfL  (continued…) <ul><li>Do students have opportunities for: </li></ul><ul><li>self-correction? </li></ul><ul>...
Learning outcome <ul><li>You will understand how to   support students with SEN and/or disabilities in setting their own t...
Possible barriers <ul><li>The target-setting process is difficult to understand </li></ul><ul><li>Vocabulary  </li></ul><u...
Possible barriers  (continued…) <ul><li>Time involved </li></ul><ul><li>Progression path for those at lowest attainment le...
Managing target setting <ul><li>Many schools have systems for recording targets </li></ul><ul><li>Some students may need t...
Types of target <ul><li>to know… </li></ul><ul><li>to be able to… </li></ul><ul><li>to be aware of… </li></ul><ul><li>to u...
Using student self-assessment sheets <ul><li>Students can record their progress regularly  </li></ul><ul><li>Students can ...
Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on key learning points from the session </li></ul><ul><li>id...
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Working In Partnership With Students - Session Seventeen

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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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Working In Partnership With Students - Session Seventeen

  1. 1. Learning environment and partnerships Special educational needs and/or disabilities Training toolkit Working in partnership with students Session 17
  2. 2. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>different types and degrees of student participation </li></ul><ul><li>elements of effecti ve communication and how communication can be improved for students with SEN and/or disabilities </li></ul><ul><li>the importance of a whole-school approach to increasing students’ participation in school life </li></ul><ul><li>how students with SEN and/or disabilities can be included in assessment for learning </li></ul><ul><li>how to support students with SEN and/or disabilities in setting and reviewing their ta rgets </li></ul>
  3. 3. Learning outcome <ul><li>You will understand different types and degrees of student participation </li></ul>Activity 1
  4. 4. United Nations Convention on the Rights of the Child <ul><li>“ Children who are capable of forming views have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them” </li></ul><ul><li>Article 12, United Nations Convention on the Rights of the Child </li></ul>
  5. 5. Students and decision making <ul><li>“ Children and young people with SEN have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. </li></ul><ul><li>“ They should, where possible, participate in all the decision-making processes that occur in education.” </li></ul><ul><li>DfES, 2001 </li></ul>
  6. 6. Principles of pupil participation <ul><li>Clear commitment to involving pupils </li></ul><ul><li>Valuing their involvement </li></ul><ul><li>Equality of opportunity to be involved </li></ul><ul><li>Pupils’ involvement evaluated and reviewed </li></ul><ul><li>DfES, 2003 </li></ul>
  7. 7. Student participation <ul><li>Formal happens at set times and for a reason, eg at the annual review of a statement of SEN </li></ul><ul><li>Informal happens as part of daily interactions, eg in the corridor </li></ul>
  8. 8. Making decisions <ul><li>Personal made by students, eg about their own learning goals </li></ul><ul><li>Public students are involved in deciding about planning, policy or resources, eg about the development of the school’s disability equality scheme </li></ul>
  9. 9. The Disability Discrimination Act 2005 <ul><li>Every school must now have a disability equality scheme (DES) </li></ul><ul><li>Disabled people, including students, must be consulted on these schemes </li></ul>
  10. 10. Principles of the Secondary National Strategy <ul><li>Expectations − setting high expectations and challenging targets for all students to achieve </li></ul><ul><li>Progression − strengthening the transition from KS2 to KS3 and ensuring progression in teaching and learning across KS3 </li></ul><ul><li>Engagement − promoting approaches to teaching and learning that engage and motivate students and require them to take an active part </li></ul><ul><li>Transformation − strengthening teaching and learning through a programme of professional development and practical support </li></ul>
  11. 11. Ofsted <ul><li>Encourages inspectors to obtain students’ views about their learning, personal development and the school </li></ul><ul><li>Talks to individuals, groups and school councils and issues questionnaires to students </li></ul><ul><li>Their 2005 framework encourages the use of case studies of vulnerable students, which includes talking to those students </li></ul>
  12. 12. Filsham Valley School <ul><li>The clip includes: </li></ul><ul><li>eye contact </li></ul><ul><li>listening skills </li></ul><ul><li>strategies for making friends </li></ul><ul><li>taking turns </li></ul><ul><li>conventions for joining a discussion (put hands up) </li></ul>
  13. 13. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the elements of effective communication </li></ul><ul><li>how communication can be improved for students with SEN and/or disabilities </li></ul>Activity 2
  14. 14. Effective communication <ul><li>Students with SLCN may have difficulty expressing themselves </li></ul><ul><li>Students with an ASD may find it hard to take turns in talking and to understand things from another person’s point of view </li></ul><ul><li>Listening to students shows respect and builds their self-esteem </li></ul>
  15. 15. Essential skills <ul><li>To help students express themselves and talk about </li></ul><ul><li>their feelings, teachers may need to model and teach </li></ul><ul><li>the skills of: </li></ul><ul><li>greeting people </li></ul><ul><li>listening attentively </li></ul><ul><li>speaking calmly </li></ul><ul><li>taking turns </li></ul><ul><li>refusing politely </li></ul>
  16. 16. Essential skills (continued…) <ul><li>To help students express themselves and talk about </li></ul><ul><li>their feelings, teachers may need to model and teach </li></ul><ul><li>the skills of: </li></ul><ul><li>asking questions </li></ul><ul><li>responding to questions </li></ul><ul><li>sustaining a conversation </li></ul>
  17. 17. Social and academic skills in mathematics learning <ul><li>Students are to work in groups to explore a problem </li></ul><ul><li>Group work is a challenge for the student with an ASD </li></ul><ul><li>This student might: </li></ul><ul><li>practise the new skill without the demands of group work </li></ul><ul><li>take part in the group but with different learning outcomes, related to group work skills such as taking turns, listening to others or sharing equipment </li></ul>
  18. 18. Active listening: set the scene <ul><li>Find an appropriate time and place </li></ul><ul><li>Sit next to, not opposite, the student </li></ul><ul><li>Make eye contact </li></ul><ul><li>Check that students with a hearing impairment or other communication needs can see your face </li></ul>
  19. 19. Active listening techniques <ul><li>Give the student time to respond </li></ul><ul><li>Help them focus on the main issue (learning and/or behaviour) </li></ul><ul><li>Reflect on what is said to check your understanding </li></ul><ul><li>Keep suggestions brief and concrete; avoid passing judgement </li></ul><ul><li>Use practical examples to aid understanding </li></ul><ul><li>Write down key issues and commit to specific follow-up </li></ul>
  20. 20. Effective communication <ul><li>Why might some students with SEN and/or disabilities find it difficult to communicate with teachers/other students? </li></ul><ul><li>How can teachers make sure that students with communication difficulties are clear about what to do next? </li></ul><ul><li>How can teachers make sure students get the correct support? </li></ul><ul><li>How can collaborative learning be encouraged, where students talk and listen to each other? </li></ul>
  21. 21. Effective communication (continued…) <ul><li>How can teachers’ questions aid communication skills? </li></ul><ul><li>How can the rule of ‘one person speaking at a time and the other one listening’ be taught to students who find this difficult? </li></ul><ul><li>How can teachers make sure the views of students with SEN and/or disabilities are acted on? </li></ul>
  22. 22. Learning outcome <ul><li>You will understand the importance of a whole-school approach to increasing students’ participation in school life </li></ul>Activity 3
  23. 23. Key issues in planning for student partnership <ul><li>School ethos </li></ul><ul><li>Problems of school site </li></ul><ul><li>Time for making reasonable adjustments </li></ul><ul><li>Commitment of school support team </li></ul><ul><li>Funding for building improvements </li></ul><ul><li>Local authority involvement </li></ul><ul><li>Medical problems </li></ul>
  24. 24. Learning outcome <ul><li>You will understand how students with SEN and/or disabilities can be included in assessment for learning (AfL) </li></ul>Activity 4
  25. 25. Evaluating AfL <ul><li>Do students: </li></ul><ul><li>understand their own goals? </li></ul><ul><li>understand how they will be given feedback? </li></ul><ul><li>feel supported in their self-assessment? </li></ul><ul><li>receive constructive comments? </li></ul>
  26. 26. Evaluating AfL (continued…) <ul><li>Do students have opportunities for: </li></ul><ul><li>self-correction? </li></ul><ul><li>peer assessment? </li></ul><ul><li>Do adults: </li></ul><ul><li>pinpoint students’ strengths? </li></ul><ul><li>ensure that those likely to be excluded have opportunities to take part? </li></ul>
  27. 27. Learning outcome <ul><li>You will understand how to support students with SEN and/or disabilities in setting their own targets and monitoring their own progress </li></ul>Activity 5
  28. 28. Possible barriers <ul><li>The target-setting process is difficult to understand </li></ul><ul><li>Vocabulary </li></ul><ul><li>Anxiety about the process </li></ul><ul><li>Unrealistic expectations </li></ul><ul><li>Belief that ability is fixed: you are either clever or you are not </li></ul>
  29. 29. Possible barriers (continued…) <ul><li>Time involved </li></ul><ul><li>Progression path for those at lowest attainment levels </li></ul><ul><li>Comparison with other students’ attainment </li></ul><ul><li>Too many targets </li></ul>
  30. 30. Managing target setting <ul><li>Many schools have systems for recording targets </li></ul><ul><li>Some students may need targets in pictorial form </li></ul><ul><li>Some targets provided, some negotiated </li></ul><ul><li>Some targets generic, some subject-related </li></ul><ul><li>Behaviour targets reviewed more often than learning targets </li></ul><ul><li>Targets should be challenging but achievable </li></ul>
  31. 31. Types of target <ul><li>to know… </li></ul><ul><li>to be able to… </li></ul><ul><li>to be aware of… </li></ul><ul><li>to understand… </li></ul>
  32. 32. Using student self-assessment sheets <ul><li>Students can record their progress regularly </li></ul><ul><li>Students can write comments for themselves, someone can scribe for them or they can draw pictures </li></ul><ul><li>Sheets can be used in review meetings or incorporated in the review of a statement of SEN </li></ul><ul><li>Sheets can be used each term for all students in the group/class and kept in assessment files </li></ul>
  33. 33. Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on key learning points from the session </li></ul><ul><li>identify key points of action to consolidate and apply your learning </li></ul>Activity 6

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