ITAP 3 - Who do we teach? & How do we teach them?

Introduction to Working with Pupils with SEN/D lecture

There are 9 Million students in the UK today.

Identified with SEN/D are about1,572,555

Important to not define students by their SEN/D, allow them the same privilege and right to develop their identity.

We work in 'A new generation of children with complex learning needs, who do not fit neatly into any category.'

Four categories of SEN/D suggested are:

Communication and interaction: e.g. Autism, Asbergers

Cognition and Learning: e.g. Dyspraxia, Dyslexia

Sensory or Physical Needs: e.g. Vision/ physical impairment

Social, Emotional & Mental Health Needs: e.g. ADHD, Anxiety, depression

SEN support Cohort >Education, Health, Care Plan, Assessment Cohort > Education Health, Care Plan (EHCP)

Ordinarily Available provision (OAP) - Sen Support + EHCP + Quality First Teaching

Additionally resourced provision in mainstream schools - EHCP + Specialism

One size does not fit all.

Impacts of the pandemic:

85% rise in mental health referrals for 0-18 year olds in 2021-2019

Coping measures:

1 in 4 - young people self harming

1 in 3 - drinking alcohol or doing illegal drugs

1 in 2 - young people were under or over eating

Loneliness:

75% of 8-24 year olds have found it difficult to maintain friendships

50% more primary school children are reporting that they feel lonely compared to before

The importance for us can be to organise around these focuses in the classroom.

The role that we as teachers have as educators can be incredibly powerful.

The more we can invest in their experience and vulnerabilities, the more they will be able to share, learn and grow.

SEAL: Social and Emotional Aspects of Learning:

- Self Awareness

- Manage my feelings

- Motivation

- Social Skills

- Relationship skills

Multilingual and Multicultural Learning

19% of the pupil population nationally are from multilingual home environments.

14 Home heritage and community languages that can be entered as GCSE qualifications.

Definition of English as an Additional language (EAL) - " A pupil is recorded to have english as an additional language if s/he is exposed to a language at home that is known or believed to be other than English.."

A brief history: - 1948 - British Nationality Act

- 1971 - Immigration Act

- 1973 - UK joins the European Economic Community

- 1992 - UK is a signatory of the Maastricht treaty and the EU is created

- 2021 - UK leaves EU (Despite reluctance to welcome refugees, migrant workers are essential for K's economy)

Linguistic pluralism is something to be aspired to.

Czech Proverb - "You live a life for every language you speak, if you only speak one language, you only live once."

Find out most common languages in the school areas you will work in.

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EAL Provision:

Languages spoken change and develop every year.

A typical london school will have around 25% of its students that speak EAL.

Framework for proficiency in English : A - New to English - EAL immersion group

B - Early acquisition - EAL Withdrawals + In-class support

C - Developing Competence - EAL Withdrawals + in-class support

D - Competent

E - Fluent

Wave 1 -

In-class support in core subjects (B-D)

GCSE English taught by EAL teachers from EAL Perspective (A-D)

Wave 2 -

KS3 EAL immersion for new arrivals: 6-8 week programme for A students

Nurture Groups (No previous education and/or SEND (B)

Targeted and rotated

Wave 3 -

Complex needs: 1-1 (A - D)

Top 5 EAL Differentiation strategies

1 - Know the Student

2 - Visuals - accessibility of lesson material

3 - Access to translation / EAL buddy

4 - Show NOT tell (modelling)

5 - Matching: picture, word, labelling (Dual Coding)

Top Tip: Clarify, do not simplify. - students do not need the content to be 'dumbed down' they just need a way to understand the lesson material.

How can students learn best?

- When they feel safe

- When they are encouraged to contribute and communiacte.

- When the curriculum is meaningful to them

- When they can ask questions

- When they are allowed to challenge things.

- When their teacher understand them deeply.

- When they are known, and when the teachers seek to know them

- When student voices are heard

- When lessons are not always quiet

- When teachers have positive and productive relationships with each child

- When lessons add positive value to their life

- When they enjoy their classes

- When they are encouraged to be engaged in the lesson

- When they know that the most valuable resource in the classroom is the teacher.

- When the teacher is engaging

- When they understand why they are there

- When they can see how the lesson fits into the bigger picture/journey

- When their teacher is committed to learning

- When they can concentrate

- When their lesson is structured and focused

Until you know a child, you are not in a position to best facilitate their learning.

It is problematic to allocate students labels, but you should get to know them to recognise their needs and understand what they have to offer.

Experience of a child within a school environment in addition to language proficiecncy may affect their ability to co-operate, amongst several other factors.

Find common ground with students that don't engage so much in the lesson.

If you're going to talk for more than ten to fifteen minutes at a time, make sure its about something that's really important.

- Attention span for a student in a lesson.

One of the most powerful things you can do as a teacher is asking a child to "Say more".

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#ITAP