The biggest challenge is ensuring that all teachers in a school personalise their lessons. They may become disruptive to gain attention in a different way. Where members of staff are failing to provide good models of speaking and listening, the issue must be addressed.
The key to excellent differentiation lies in observation. If teachers can be trained and supported in doing this by SEN specialists, then the more needy in our school communities will feel less ostracised. It quickly became apparent that Steven had significant memory difficulties which prevented him from remembering information from one day to the next.
These steps helped Imran to feel more comfortable in class and gave him access to the specialist support he needed to progress. Lack of written work There is often an expectation in schools that students are naturally able to read information from a whiteboard, absorb and then regurgitate it as evidence that they have understood a given task.
Rather than being perceived as having to be "babysat" and catered for separately from their peers, they will naturally be absorbed in lessons.
Here are three easily identifiable characteristics that may suggest a need for further investigation: Join the Guardian Teacher Network for lesson resources, comment and job opportunitiesdirect to your inbox. At the moment, the Senco might identify students with learning difficulties and then, with other SEN staff and outside agencies, provide strategies for teachers to follow in order to help particular students access the curriculum.
Lack of concentration or focus The special needs of some students leave them unable to focus for long periods of time in the classroom.
Speaking and listening affect all areas of learning, and children with under-developed skills are at a significant disadvantage. This is something that a TA can be tasked with, but exactly how to do it should be carefully planned.
Most importantly, allow the child with SLCN enough time to sequence and compose their thoughts in an unhurried and unpressured way, with lots of praise for the effort made.
For some SEN students this is not the case, causing them great anxiety and frustration. He identified Lucy as having attention deficit hyperactivity disorder ADHDwhich meant that every time Lucy was given multiple tasks to achieve she felt too pressurised and quickly lost concentration.
Continually disruptive behaviour It might be the case that a small number of students disrupt for the sake of being disruptive — to oppose staff, for example, but look behind the behaviour for a deeper cause.
Eventually a specialist teacher assessed him. Share via Email Top tip: By making teachers and TAs aware of these issues, and reminding them of some straightforward approaches, you can gradually improve speaking and listening skills and often behaviour across the board.
Follow us on Twitter via GuardianTeach. As a result, he would lose interest in the lesson and misbehave to get the attention he craved.
What was perceived as disruptive behaviour was merely her frustration at being unable to absorb excessively long instructions, coupled with the pressure to perform. I sometimes see a TA sitting on the carpet with a child and talking to them at the same time as the teacher is talking to the class.
They might be engaged, intelligent and keen to learn, but they find it difficult to maintain focus during a normal class. If they feel the challenge is too great, work becomes "boring" and any effort is "a waste of time".
His reading was slow and hesitant; he never volunteered to read out loud in class, and would become flustered if asked to do so.Supporting SEN pupils with speech and language difficulties: classroom strategies for teachers and assistants Speaking and listening affect all areas of learning, and children with under-developed skills are at a significant disadvantage.
Differentiation for SEN students: tips for boosting attainment for additional funds to support him and to buy a laptop for use in lessons.
on. 3 Guidelines for Primary Schools - Supporting Pupils with Special Educational Needs Introduction The main purpose of this document is to. INTO Special Education Conference – 11th Feb (A New Approach to Supporting Pupils.
with Special Educational Needs) New Resource Teaching. Allocation Model. The national occupational standards for supporting teaching and learning in schools (STL NOS) include a range of standards for those working with pupils with special educational needs (SEN).
These units reflect the different responsibilities that individuals may have for supporting pupils. Supporting pupils with autism. Victoria Haughton of resources to help you understand how autism can affect pupils’ learning and offer up some ideas to help you support them in the classroom.
K and Kindergarten Primary / Elementary Middle school Secondary / High school Whole school Special Educational Needs Tes Teach Blog.