Inclusive Learning for Inclusive Learning for Students with SENDStudents with SEND

- - a Twilight INSET Sessiona Twilight INSET Session

ByBy

Gareth D MorewoodGareth D Morewood

Director of Curriculum SupportDirector of Curriculum Support

22ndnd May 2012 May 2012

Fewer students have SEND in secondary schools than in primary schools

Research-based class teaching methods − for example, teaching reading can more than halve the proportion of students with SEN

Summer-born students are more likely to be identified as having SEND than students born in the autumn

Students with SEND are more than twice as likely to be living in poverty (eligible for free school meals) as students without SEND

Boys make up 73 per cent of students with Statements (students with the more severe types of SEND)

Fewer students have SEND in secondary schools than in primary schools False

Research-based class teaching methods − for example, teaching reading can more than halve the proportion of students with SEN

True

Summer-born students are more likely to be identified as having SEND than students born in the autumn True

Students with SEND are more than twice as likely to be living in poverty (eligible for free school meals) as students without SEND

True

Boys make up 73 per cent of students with Statements (students with the more severe types of SEND) True

What are we going to do?What are we going to do?

•This afternoon we will consider how This afternoon we will consider how specific pedagogical approaches specific pedagogical approaches and adjustments to the environment and adjustments to the environment can enable learning for groups of can enable learning for groups of learners with Dyslexia and Specific learners with Dyslexia and Specific Learning Difficulties.Learning Difficulties.

•Consider our own subjects and Consider our own subjects and strategies.strategies.

Does Every Child Does Every Child STILLSTILL Matter?Matter?

• Being HealthyBeing Healthy

• Staying SafeStaying Safe

• Enjoying and AchievingEnjoying and Achieving

• Making a Positive ContributionMaking a Positive Contribution

• Economic WellbeingEconomic Wellbeing

Barriers to Learning...Barriers to Learning...

• Curriculum contentCurriculum content

• Teaching stylesTeaching styles

• Inaccessible teaching materialsInaccessible teaching materials

• Inappropriate accommodationInappropriate accommodation

• Inappropriate peer groupingInappropriate peer grouping

• Staff attitudesStaff attitudes

• Staff deploymentStaff deployment

A Simple View of Reading...A Simple View of Reading...LanguageLanguage

ComprehensionComprehension

LanguageLanguage

ComprehensionComprehension

Word Word

RecognitionRecognitionWord Word

RecognitionRecognition

GOOD

GOODPOOR

POOR

Reading Difficulties & Reading Difficulties & DyslexiaDyslexia

‘‘Schools had devoted a considerable Schools had devoted a considerable amount of time to reading. However, amount of time to reading. However, few had developed a clearly few had developed a clearly articulated policy, based on a articulated policy, based on a detailed understanding of how detailed understanding of how students become readers.students become readers.’’

Ofsted 2009: English at the CrossroadsOfsted 2009: English at the Crossroads

Reading in my subject...Reading in my subject...

• What do you think?What do you think?

• What about wider literacy needs?What about wider literacy needs?

• Spelling/comprehension/Spelling/comprehension/understanding...?understanding...?

To read fluently students need To read fluently students need to...to...• recognise the letters instantly recognise the letters instantly

• assign sounds to individual letters and to assign sounds to individual letters and to combinations of letters combinations of letters

• blend the sounds smoothly to make a word blend the sounds smoothly to make a word

• recognise some high-usage words quicklyrecognise some high-usage words quickly

• understand the significance of punctuation understand the significance of punctuation

• recognise and use patterns in language to read recognise and use patterns in language to read and understand new words and understand new words

• simultaneously understand what they are simultaneously understand what they are reading as they readreading as they read

What do students with Dyslexia What do students with Dyslexia need?need?Key Stage 1 - Key Stage 1 - In Key Stage 1, all students will be learning to read In Key Stage 1, all students will be learning to read

and high-quality teaching, using systematic phonics, is the best and high-quality teaching, using systematic phonics, is the best approach for all – including those who may have an intrinsic approach for all – including those who may have an intrinsic difficulty. difficulty.

Key Stage 2 - Key Stage 2 - Although many at this stage will have mastered Although many at this stage will have mastered basic word-reading skills, there will be a significant number still basic word-reading skills, there will be a significant number still requiring explicit direct teaching. requiring explicit direct teaching.

Key Stage 3 Key Stage 3

As access to the curriculum depends more and As access to the curriculum depends more and more on reading, literacy needs must be more on reading, literacy needs must be addressed in all subject areas. Students who addressed in all subject areas. Students who are still grappling with the essential are still grappling with the essential foundations need continuing explicit teaching at foundations need continuing explicit teaching at a level appropriate for each individual student. a level appropriate for each individual student.

A Simple View of Reading...A Simple View of Reading...LanguageLanguage

ComprehensionComprehension

LanguageLanguage

ComprehensionComprehension

Word Word

RecognitionRecognitionWord Word

RecognitionRecognition

GOOD

GOODPOOR

POOR

To the current situation…To the current situation…• …..there is a renewed Ofsted focus for secondary

schools re: what they are doing for students with weak reading.

• The emphasis is on ‘reading across the curriculum’ – seeing reading as every teacher’s responsibility.

• So, how can we help these young people across the curriculum?

• The questions at GCSE in both Maths and Science use increasingly complex language. It is important that staff display Key Words, differentiate resources and tasks etc.

Further Assessment and Further Assessment and CPD…CPD…

• Dyslexia and SpLD Trust FrameworkDyslexia and SpLD Trust Framework

www.thedyslexia-spldtrust.org.uk/professionaldevelopmentframework

• WSF – 12WSF – 12thth June 2012 June 2012

• Self assessment and a personally Self assessment and a personally tailored feedback report set against the tailored feedback report set against the frameworkframework

Finally…Finally…

• What are your thoughts?What are your thoughts?

• Partners meeting 10Partners meeting 10thth May… May…

• Developing whole-school provision…Developing whole-school provision…

Thanks for listening...Thanks for listening...

Gareth D MorewoodGareth D MorewoodDirector of Curriculum Support Director of Curriculum Support

[SENCo][SENCo]

Priestnall School, StockportPriestnall School, Stockport

www.gdmorewood.com