Achieving Independent Working – Preparing Dyslexic Students for Life Samantha Garner Welcome Tightening budgets Shift in SEN support thinking Aim to get you thinking about the support you provide sam@garnereducation.co.uk www.garnereducation.co.uk

Sponsored by: C Pen Reader C Pen Exam Reader www.scanningpens.co.uk www.garnereducation.co.uk

Who am I? SEN & Mental Health Trainer & Consultant PRUs to Prestigious Independent Schools Pre School – Key Stage 5 Assistive Technology Worked nationally & internationally Specialisms – AA, mental health – all ties in together Most experience at secondary Developing knowledge of AT Not an expert but know people who are www.garnereducation.co.uk

Diva at weekends www.garnereducation.co.uk

Love cats www.garnereducation.co.uk

SEN - Worldwide 1.1% of the population has ASD 5.29 – 7.1% school aged children have ADHD 10 – 20% people have Dyslexia 1 – 7% have Dyspraxia www.garnereducation.co.uk

Frostig Center, Pasadena, California Six success attributes self awareness – open and specific about difficulties and how it affects their lives proactivity – actively engaged in the world around them perseverance – doesn’t like to quit but does know when to quit, able to try many strategies Frostig Center _ over 20 yrs research into lives of children & adults with SEN/LD and incorporated other studies Success: good friends, positive family relations, being loved, self-approval, job satisfaction, physical and mental health, financial comfort, spiritual contentment, overall sense of meaning in life. Successful adults with LD/SEN much more likely to have these characteristics and more important that IQ SELF – AWARENESS – unsuccessful people with SEN/LD fail to recognise their strengths and limitations www.garnereducation.co.uk

Frostig Center, Pasadena, California Six success attributes goal setting – specific, flexible goals in all areas of life, understanding of steps required to achieve goals using support systems – see next page emotional coping strategies – awareness of situations that trigger stress and how to manage Frostig Center _ over 20 yrs research into lives of children & adults with SEN/LD and incorporated other studies Success: good friends, positive family relations, being loved, self-approval, job satisfaction, physical and mental health, financial comfort, spiritual contentment, overall sense of meaning in life. Successful adults with LD/SEN much more likely to have these characteristics and more important that IQ www.garnereducation.co.uk

Frostig Center, Pasadena, California Using support systems: all receive some form of support and assistance during their life successful reduce dependence as they age unsuccessful unable to cut the chord support people understand and support move towards independence Frostig Center _ over 20 yrs research into lives of children & adults with SEN/LD and incorporated other studies Success: good friends, positive family relations, being loved, self-approval, job satisfaction, physical and mental health, financial comfort, spiritual contentment, overall sense of meaning in life. Successful adults with LD/SEN much more likely to have these characteristics and more important that IQ www.garnereducation.co.uk

How do you support SEN in your setting? www.garnereducation.co.uk

Supporting SEN TAs/LSAs differentiation learning support withdrawals/interventions assistive technology www.garnereducation.co.uk

TA Disadvantages may only be in some lessons students who have a TA receive less teacher attention TA focus on completion of task rather than learning/understanding shown to hinder progress reduces social interaction with peers – academic labelling www.garnereducation.co.uk

Differentiation www.garnereducation.co.uk

Differentiation a major focus in education not just for SEN students varying teaching styles TDA “the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning” Visual Audio Kinaesthetic www.garnereducation.co.uk

Differentiation task – setting different tasks for students of different abilities grouping – collaborative learning resources – varying pace – flexible time allocation outcome – result expected varies according to student (see labelling proviso later) dialogue and support – knowing who needs more simplified explanations etc assessment – assessment on on-going basis to allow regular adjustment to learner needs grouping – mixed ability pace – giving those who complete allocated a more challenging extension whilst others complete www.garnereducation.co.uk

Here’s a nice picture of a beach to make up for horrible differentiation topic www.garnereducation.co.uk

Also learning support lesson withdrawals some assistive technology learning support – separate areas, classrooms, non – structured time support www.garnereducation.co.uk

Frostig Center, Pasadena, California Six success attributes: self awareness proactivity perseverance goal setting using support systems emotional coping strategies Use to think about your SEN provision or SEN provision your child is getting. www.garnereducation.co.uk

Independent Learning or Independent Working?? www.garnereducation.co.uk

Independent Learning Education Endowment Foundation: “approaches that support pupils to plan, monitor, understand and manage their own learning, in order to develop inquisitive, self-motivated learners. Independent learning approaches include feedback, peer tutoring, collaborative learning, and metacognition strategies.” What is EEF www.garnereducation.co.uk

Independent Working Able to work in the classroom without human support Only requires same level as support as non SEN students Unrealistic? I know not always possible but should be aimed for. www.garnereducation.co.uk

Why Independent Working? reduces barriers improved academic performance increased motivation and confidence greater student awareness of their limitations and their ability to manage them improves social inclusion prepare for life after/outside school www.garnereducation.co.uk

Education Endowment Foundation “Meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly. This is usually by teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development. Self-regulation means managing one’s own motivation towards learning. The intention is often to give pupils a repertoire of strategies to choose from during learning activities.” www.garnereducation.co.uk

Effectiveness Education Endowment Foundation: “Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils.” www.garnereducation.co.uk

The potential impact of these approaches is very high, but can be difficult to achieve as they require pupils to take greater responsibility for their learning and develop their understanding of what is required to succeed. There is no simple method or trick for this. It is possible to support pupils’ work too much, so that they do not learn to monitor and manage their own learning but come to rely on the prompts and support from the teacher.  https://educationendowmentfoundation.org.uk/resources/teac hing-learning-toolkit/meta-cognition-and-self-regulation/ www.garnereducation.co.uk

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How? look at what support is provided? is there an alternative? staff training ask the student work with the parents www.garnereducation.co.uk

What support are we providing? is it limiting the student is it available outside school is it only a problem in school will the support be continued when they move to next stage of life is it preparing them for adulthood is the intervention working what does the student think is there an alternative WORKSHOP - alternatives limiting student – human TA not allowing for independence o/side school – often we only think about in school, so how do they learn or do homework at home? problem in school – artificial environment. will it actually be a problem after school – e.g. unstructured times will the support be available at the next key stage or when they leave education intervention working – don’t continue with literacy or writing interventions if not continued improvement student think – don’t ask enough! www.garnereducation.co.uk

Assistive Technology not always high cost range of support technology ask students to investigate Often hear – but they are a slow typist. Well they can use their phone and the best way to improve is through practice www.garnereducation.co.uk

Not one AT to do all, several tools. We all use different things. www.garnereducation.co.uk

Assistive Technology https://bdatech.org/what-technology/ http://www.bataonline.org/members/wpbdp_category/general / www.garnereducation.co.uk

Devices: desktop, laptop or netbook computers scanning pens mobile phones PDAs and electronic organisers electronic book readers personal digital assistant – now mostly incorporated into phones kindle etc www.garnereducation.co.uk

Mobile Phones Ban or manage? www.garnereducation.co.uk

Software spellcheckers and prediction text to voice speech recognition organisational aids planning software e.g. mind maps admit prediction text won’t necessarily help but can look up definition Microsoft dictate a new fabulous thing www.garnereducation.co.uk

Android Apps http://www.callscotland.org.uk/ Common- Assets/ckfinder/userfiles/files/W heel_0f_Apps_V1_0.pdf www.garnereducation.co.uk

iPad Apps http://www.callscotland.org.uk/ Common- Assets/ckfinder/userfiles/files/W heel_0f_Apps_V1_0.pdf www.garnereducation.co.uk

Train Staff differentiation problem solving socratic questioning goal setting labelling goal setting and labelling together. don’t limit. don’t give target that their SEN won’t allow them to achieve. www.garnereducation.co.uk

So many studies on effect of labelling. Teachers told high IQ – had better progress Caste experiment SEN is what they have not who they are Dyslexia should not be a barrier to being in high English sets www.garnereducation.co.uk

Work with Parents www.garnereducation.co.uk

Work with Parents empathise provide support explain research strategies can’t or won’t outcome always improved with parental involvement www.garnereducation.co.uk

Conclusions www.garnereducation.co.uk

Conclusions look at reducing barriers not increasing them consider life after school work with parents use assistive technology involve the student www.garnereducation.co.uk

Thank you for listening sam@garnereducation.co.uk www.garnereducation.co.uk