1. 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

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

3. 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

4. Diva at weekends

5. Love cats

6. 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

7. 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

8. 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

9. 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

10. How do you support SEN in your setting?

11. Supporting SEN TAs/LSAs differentiation learning support
withdrawals/interventions
assistive technology

12. 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

13. Differentiation

14. 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

15. 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

16. Here’s a nice picture of a beach to make up for horrible differentiation topic

17. Also learning support lesson withdrawals some assistive technology
learning support – separate areas, classrooms, non – structured time support

18. 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.

19. Independent Learning or Independent Working??

20. 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

21. 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.

22. 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

23. 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.”

24. 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.”

25. 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. 
hing-learning-toolkit/meta-cognition-and-self-regulation/

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

29. 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!

30. 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

31. Not one AT to do all, several tools. We all use different things.

32. Assistive Technology /

33. 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

34. Mobile Phones
Ban or manage?

35. 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

36. Android Apps
Common- Assets/ckfinder/userfiles/files/W heel_0f_Apps_V1_0.pdf

37. iPad Apps
Common- Assets/ckfinder/userfiles/files/W heel_0f_Apps_V1_0.pdf

38. 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.

39. 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

40. Work with Parents

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

42. Conclusions

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

44. Thank you for listening