Dr Siân A Rees sian@shipsproject.org.uk School is a social place - learning in the British Education System after ABI Dr Siân A Rees sian@shipsproject.org.uk

School is a social place Vygotsky – law of cultural development adult socialise children into cultural practices and pass on cultural knowledge Society is mediated by language Learning is through labelled ideas which may be developed in swapping ideas with others Words play a significant part in guiding actions

Where is the social worked out? Social interaction between teacher and pupil Pupil and materials Pupil and ideas Pupil and peers Pupil and expectations ?????

When ABI strikes......

Pupil and Classroom

Playing the game Knowing the rules Learning Unwritten rules ?????????? Written for some: Getting good marks Hand up Be on time Bring your kit Pay attention Don’t chatter Written rules: e.g. Uniform No chewing No smoking No bullying

What unwritten rules? “Off limits”: staff room, What is acceptable Don’t get caught Who to choose as a friend

Classroom rules (or understandings)? What teachers expect from pupils How we learn best How to tell what mood the teacher is in! When the rules change.......!

Language of school is different Q&A: quizzing? Maxims different from ‘real world’ Real world School Sufficiency Active thinking Not deliberately ambiguous Ambiguity rules!! Truthful Playing a part, devil’s advocate

Playing the game

Being noticed Who do you notice in the classroom? Badge of difficulty Supporter IEP/SEN EHCP Obvious need ??

Manage changing classes (or teachers) How often does this happen? Same rules? Different rules? How do you know what the rules are now? Big changes need preparation

Transitional programmes General transitional programme Visits to new class/school New Timetable Map of building Introduction to staff Special programme Extra days Summer programme Make presentation with photos

Settled child Set Boundaries the adult is in control Set boundaries brings security mean what you say be consistent rewards and reinforcement Manage Change Security through knowing what to expect. Scripts free up working memory & sensory system Plan for trips & events e.g. sports day, school theatre, class treats Use Social Stories Visual timetables Set boundaries Manage success Settled child Manage change Manage success be an advocate set up to succeed take child’s point of view adaptations compensations “deload” effect

Pupil and peers

Getting on with Peers involves Peer groups: know your place “Everything in school revolves around your social standing” Managing teenage language, jokes, sarcasm Choosing friends, togetherness, keeping secrets What if you are ‘easily led’?

How can we help? Explain jokes, what makes them a joke? Model good social interaction and point it out Watch TV together and discuss Look at use of homonyms in everyday life e.g. adverts Work on how irony and sarcasm work

Trust Encouraging getting together, ...........Mum’s taxi? Peers by age, or peers by maturity? Having support at the right time Trust

We can support social interaction Prompt active listening in group work Give (and write down) appropriate ways of asking for and ways to refuse help Write out suggested phrases to use with peers when being teased or when they do not want to join in an activity Help recognise when they have thought about an activity and when they have actually done it Supporting youngsters who are organising events Buddy?

By teaching social skills Social stories are very helpful Thank you Carol Gray! No osmosis – Young people with an ABI do not 'pick up' what is expected, or acceptable, behaviour need to have social norms made explicit.

Social Stories are personalised, positive and explanatory. use phrases that are descriptive, explaining what is happening have perspective, to help understand how others feel directive, showing what to do permissive - saying it is OK to feel.......

But........... need to be slightly different from the original design define terms carefully. introduce a common language in order to teach. have visual supports ........and in situ prompts

Meeting social expectations Exams!! explicit work on language of questions know the rules of the game access arrangements revision techniques Maintain self-esteem

Successful pupils with ABI Accept self Accept changes/ blame injury Liking myself Feel secure Good relationships Caring environment Express yourself – know the labels for emotions Know the new me What you can do physically How you respond Learning styles & strategies

teachers who understand Pupils with ABI need teachers who understand watch Observe think ask However the most important thing to support an ABI pupil is to observe what they are doing Watch them Think about what is hard and easy. Think what could be done to support the learning Try it out Ask the pupil what they think Watch again. try it www.shipsproject.org.uk