Using special school techniques to improve literacy

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Presentation transcript:

Using special school techniques to improve literacy Outreach Service Severndale Specialist School for Communication and Interaction

Setting the scene Shropshire has a school population of 38,198 18.73% of pupils with SEN 2.4% of pupils have statements We cater for approximately 0.72% of that population Severndale Special School Opened April 1995 Projected 120 pupils aged 5 -19 Current 276 pupils aged 5 – 19 and 31 pupils aged 2½ - 5

Provision has developed as a result of: Beacon Status Leading Edge Partnership Specialist School Status Severndale Specialist School - Communication & Interaction Training provider for Shropshire Council Early Years Education and Childcare Team Edge Hill University Health providers

Severndale Outreach Service Offers support to mainstream schools with pupils who have complex learning difficulties Currently 231pupils Includes training e.g. ASD, Complex Needs, Makaton, Elkan and bespoke packages Judith Pilkington will focus on one important aspect of our outreach work

Students with learning disabilities Valuing People (2001) definition Significantly reduced ability to understand new or complex information and/or learn new skills with Reduced ability to learn independently

Supporting the development of literacy skills Impact of the brain on literacy Gathering of baseline data Planning & evaluating interventions

Impact of functioning of the brain Frontal Lobe Problem solving Working memory Reasoning Parietal Lobe Processing sensory input Occipital Lobe Letter/word/picture recognition Temporal Lobe Listening skills Long term memory Production of language Cerebellum Slower processing Automates some processes

Stages of learning Structures: attention, language Processes: memory, recall, fluency Higher order: understanding concepts, organisation, using & transferring knowledge

Gathering baseline data Assessment tools to identify specific areas of strengths and needs Active Literacy Kit Units of Sound The Listening Test

Planning & evaluating interventions Organisation of the school Inclusion agenda Student voice Knowledge of effective practice

Summary Success in applying specialist techniques Matching technique to specific areas of difficulty Providing tools, time and support Consolidation and transfer of new learning

Contact details Chris Davies Judith Pilkington Headteacher Severndale Specialist School for Communication and Interaction www.severndale.shropshire.sch.uk Judith Pilkington Assistant Headteacher, Outreach Service judithpilkington@gmail.com For further reference or source details please email outreach.severndale@gmail.com