Special Needs

Hitting the right notes

New SEN music programme ‘Sticks and Sounds’ is set to make a huge impact this year on improving children’s speech and communication. Here, a teacher, a parent and a member of a Local Authority give their positive experiences using the innovative music programme during its recent trial period.

The UK’s leading providers of Early Years music education programmes, Boogie Mites, has recently announced the launch of brand new material, tailored to cater for children with special educational needs. Here, a teacher, a parent and a member of a Local Authority give their positive experiences using the innovative music programme during its recent trial period.

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Special Needs

Hitting the right notes

24 Jun 2013

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      string(299) "... replied, ‘Go to school, walk, walk, walk, yes, take one step-at-a-time. Keep walking, pick up your feet, lift-move-step, that’s right, take a little walk to school and you will soon arrive.’‘Okay, I will make my way to school,’ the boy shouted. Notes: ‘The ..."
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      string(5640) "push you to school? What’s the problem? Are you too tired or just lazy?’  ‘Oh no, it’s not that at all,’ the poor boy said. ‘Then, what is it, tell me,’ his inner voice called out. ‘Oh, I don’t understand what’s making me this way. Please, I need your help.’ The voice replied, ‘Go to school, walk, walk, walk, yes, take one step-at-a-time. Keep walking, pick up your feet, lift-move-step, that’s right, take a little walk to school and you will soon arrive.’‘Okay, I will make my way to school,’ the boy shouted. Notes: ‘The Boy Who Couldn’t Walk’ is my rendering of Aesop’s fable, ‘Hercules and the Wagoner.’ The moral is: ‘The gods help those that help themselves.’ This is about taking the responsibility for, and the initiative, for doing things, whatever they might be. If you’re not your own best advocate, who will be? Are you waiting for people, or God, to do things for you? Do you think you’re entitled to things without effort and commitment? 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Why?Draw a mind-picture from what you visualised in the fable. LISTEN TO MEDamen did not do well on his reading exam and wouldn’t pass to the next year because he had failed. He was really mad and ‘erased’ the feeling by saying to himself: ‘So what, you did lousy on the exam, big deal. Reading sucks anyway, it’s boring, like I’m walking in mud whenever I open a book. And there’s too much thinking. I hate that!’And whatever happens to Damen, he tweets about it to his buddies to let them know ‘The World According to Damen’. And that’s just what he did: let his friends in on his secretsonline: Tweet #1: ‘Listen to me…Reading is nowhere. Where do you think reading will get you? Tweet #2: ‘What buzz do you get from reading? We could be hanging out.’ Tweet #3: Hey, there’s more to do than reading. GIVE IT UP!’Damen was the leader: when he tweeted, his friends followed. But no one tweeted back. They were scared, until one friend anxiously tweeted: ‘They said you failed the reading test and you’re getting left back. Why are you telling us to give up on reading?’ In his second tweet, the boy wrote: ‘Don’t you have any fun reading?’ Damen had nothing to tweet back…   Notes: This story is my rendering of the Aesop fable, ‘The Fox Without a Tail.’ The morals are: ‘Misery loves company’ and ‘Be wary of advice prompted by selfishness.’ Damen’s friends like to follow the leader, but they need to listen to what he is saying, think and reflect on it, and decide what is right—for them. When a leader’s or a friend’s reasons for saying something is motivated by self-interest, children have to recognise that, and think twice about what is being said. Values alluded to: self-and-other awareness, reflection and critical thinking.  Suggested questions for written responses and class discussion:What do you learn about Damen’s life?How does he deal with negative feelings and events?How does Damen use his ‘tweet power’ as leader?Besides anger, what other feelings do you think Damon experiences? Why?How does he convince friends to go along with his beliefs?Why is it so important for Damen to persuade the others to believe him?What is one friend’s argument against Damen’s ideas about reading?  Is the friend’s tweet true for you? Why?What negative values are demonstrated by Damen’s tweeting?What values does he need to realise to improve his life?What is an antonym for ‘selfishness’? Define it. Why does Damen have ‘nothing to say’ at the end? What is the moral of the tale? What does the moral teach you?Visualise and draw ‘Damen, the Tweet King.’Would you call Damen a bully? Why? There would be sad consequences if Damen’s friends followed him. How can they prevent that from happening? Damen has negative thoughts about reading. Pencil-sketch his head: Show the thoughts,  feelings, and mind-pictures moving around inside. Everyone gets into negative thinking at times. We think hurtful thoughts and can’t seem to shake them. How would you change negative thinking?  THE TENNIS STARAlice loved to play tennis. She learned how to play in gym class. The teacher told her: ‘You’ll be a good player. Keep practicing, hit the ball against the wall, forehands, backhands, work on your service motion, keep repeating it, and you’ll learn how to hit a fast serve.’  This young tennis player practiced whenever she had a chance, hitting stroke after stroke against the wall, and found herself getting better. She felt"
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Creative Teaching & Learning

Fables that Enable Exploring Values with Aesop

7 Jan 2020

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      string(5651) "17May/June 2005 InteracTiveICT and Special NeedsWEB-BASED RESOURCESWith the prospects of SEN being moved intothe mainstream, some teaching staff may feel a bitdaunted. But there is loads of help and guidanceout there. Here are just three sources of information,and they’re all on the World Wide Web.Curriculum OnlineIf you want to see what media resources areavailable, pop along to Curriculum Online(www.curriculumonline.gov.uk). Here there is awhole range of suggested resources that can bebought with eLCs (e-Learning Credits) and otherfunds. The curriculum is supported fromFoundation level right up to Key Stage 4 and manyresources are free.The welcome page gives you lots of optionsto choose from. Aside from every curriculumsubject under the sun being covered, additionalchoices are:■ Early years/Foundation resources■ Special needs resources■ School-wide resourcesThere is also a notice board with a tip of theday, and links to Becta, NCSL and the StandardsSite, among others. I followed Special Needsresources.On the next page you can browse by subject,but you can also select school year level, whatconditions you would like the resources to cover,use keywords, or select whether the resource canbe used only for assessment or only withinteractive whiteboards. Only the school year andSENon the WebDiane Parkin explores just a few of the manywebsites now offering resources and materials tohelp with teaching special needs children,especially in mainstream schools.teaching aid, the other a database. Both arepriced, but all the information you could needabout the products is there for you.I jumped back to the subject/level page andchose ‘Sensory and/or Physical Needs for KS3’. Thisbrought up just one resource for users who havedyslexia – Mindfull, from Iansyst Ltd.Other topics listed under the ‘Art & Design’heading are:■ Cognition and learning needs■ Communication and interaction needs■ Families, communities and community links■ Gifted learners■ Others■ SENsubject are required fields, but if you select asubject without the school year, as I did, you haveto choose it on the next page.I chose ‘Art & Design for KS1’ and also selected‘Behaviour, Emotional and Social DevelopmentNeeds’. This takes you to the standard next pagefor all specific topics, but with the non-relevantmaterial for your search criteria greyed out. Heremy subject specific options were:■ Inclusive policies/practices in general (15resources)■ Social inclusion (4 resources)■ Widening participation (2 resources)I chose the latter, which took me to anoverview of both resources already identified:Cardit!, from Crown House Publishing, andPrimary Formation – Formative AssessmentManager, from SANE Publishing Ltd. One is a18InteracTive May/June 2005ICT and Special NeedsWEB-BASED RESOURCESTeachernetAt Teachernet there are againoptions all over the main page(www.teachernet.gov.uk).These included, on my visit:Latest news on teachers’ pay;Transforming school meals(a certain celebrity chef definitely seemsto have had an impact); Parental drug misuse:next steps; More stories; Online publications; ICT inschools; and Lesson plans. There is also a menu:■ Home■ Teaching & learning■ Professional development■ Whole-school issues■ Research■ Education overview■ Useful sites■ Community■ Popular questions■ Contact us■ Using the site■ Events calendar■ Video channel■ Text too small?I opted for ‘Teaching & learning’, which openedup a sub-menu of 15 items that included thingslike ‘Case studies’, ‘Examination bodies’ and ‘Giftedand Talented’. There were also six related links onoffer, of which I chose ‘Behaviourand attendance’.The ‘Behaviour and attendance’area has links to lots of articlesdesigned to help. There are twosuggested websites to visit and asub-menu of nine options:■ Drugs■ Abusive behaviour■ Bullying■ Exclusion■ Truancy■ Safer school partnerships■ Homophobia and sexual orientation in schools■ Participation guidelines■ Boys and PSHEThese didn’t look particularly SEN-related, butthey are all subjects that need to be considered. Iopted for needs of vulnerable pupils in the articlessection and was taken to a school specific casestudy. Then I took a look at the section on drugs,which also included links to articles and two setsof guidance notes from the DfES.The menus and sub-menus all appear down theleft hand side of the screen, on every screen.However, on the right is a list of the most popularsearches recently made on the site, and there, whenI visited, right at the bottom was SEN. I followedthe link and was taken to the sub-menu for ‘Whole-school issues’, which consisted of another sub-menufor special educational needs, which in turn had asub-menu 21 items long. There is certainly a lot ofgood stuff beneath the surface here.I chose ‘Useful SEN links’ and was taken to a listof 65 websites and nine government offices. Then,right at the bottom – so I didn’t have to keep hittingthe back button – was a list of all the pages I’dvisited recently on this site. What an excellent idea!National Curriculum OnlineI’ve visited this site before for InteracTive, but onthat occasion it was for resources for teachingmodern foreign languages. The website hascertainly improved since then and is much bigger.The main page menu offers 14 subjects plus:■ Help■ Inclusion■ Learning across the curriculum■ Contact usThen, in the main body, there are links to manyother areas. I selected, on this occasion, ‘Planning,teaching and"
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Digital Learning

SEN on the Web

1 Nov 2006

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      string(5621) "The early years sector is complex and varied and often misunderstood as a result. Unlike other education sectors, the EYFS is delivered in place in a variety of settings including schools, village halls, nurseries, children’s centres and even childminders’ own homes. It suffers from an identity crisis, as many people are unclear about its purpose—education or childcare? If a child attends a day nursery, is that childcare? or if they go to a school-based setting, is that education? This confusion is further compounded by the different levels of qualifications—maybe it’s only qualified teachers that offer education?  And of course, there is also the deeply rooted perception that children under 5 are ‘just playing.’All of this has contributed to a culture where early years is often viewed as a stepping stone to school, somewhere children go to play and socialise or a facility for working parents. But Ofsted make the case that ‘Research has never been clearer—a child’s early education lasts a lifetime. Securing a successful start for our youngest children, and particularly those from disadvantaged backgrounds, is crucial’.1Early years education is therefore important and is enshrined in legislation, but even the statutory requirements give the impression that the early years sector is about preparing for something else—’school readiness’. The Early Years Foundation Stage (EYFS) Framework ‘promotes teaching and learning to ensure children’s “school readiness” and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.’Real learning is not often associated with the EYFS, being perceived by some as starting in Key Stage 1 and being typically defined by a scenario involving a child sitting with a pencil in their hand, or on a carpet with an adult talking to them.How can we ensure that learning in the EYFS is valued and what principles can we take from the pedagogy?If we start by looking at teaching and learning and explore what those terms mean, learning in the EYFS becomes clearer. In its simplest form, teaching is about enabling learning and good teaching is about using the best method to make that learning happen. Learning is about the acquisition of a new piece of knowledge or skill and effective learning links to prior knowledge or skills and enables the child to apply the learning in context.In early years, it looks to the untrained eye as though children are ‘just playing’.  Play is a crucial element in good early years practice, but if you look carefully, you will see the child learning and practising new skills, extending their vocabulary, exploring and testing themselves and the world around them, developing socially, learning societal and cultural norms, expressing their needs and developing self-confidence. When you consider all this, it certainly looks like ‘real work’—indeed to the child there is no distinction between play and learning. So, what about teaching?  In early years settings, the adult plays a crucial role in their interactions with children at play using careful questioning techniques to promote discussion and encourage further exploration, as well as providing the resources needed for children’s next steps in their learning. This requires accurate assessment of children’s developmental stage and using their knowledge of child development to assess whether this was within typical development parameters or whether the child may need extra support. Planning is centred around what the child can do and what their next steps in learning are, usually incorporating the child’s interests and catering for their specific needs. Activities can be wholly or partially child- or adult-led, and may gradually move towards more formal teaching. But it isn’t a straight line of progression, as different desired outcomes require different methodology.  This is highly skilled work, as decisions need to be made on the spot about what each individual child needs next, including when to intervene and when to stand back, when to instruct and when to follow the child’s lead. And yet, we often hear it referred to as ‘only play’. This pedagogy is central to the EYFS, because it considers the holistic needs of the child, along with their age and stage of development. It does not separate play from learning—for young children, play is learning. Very few countries move away from this play-based pedagogy as early as we do in the UK, with many children not starting formal learning until they are 6 or 7. In the UK, a child of just sixty months can enter Key Stage 1, which can cause issues if it is not carefully managed.Early education specialist, Julie Fisher, notes that ‘Child development tells us that children’s learning needs in Year 1 are broadly similar to those for children in the Reception year and that children should not go from being seen as a “unique child” to a ‘Year 1’ in one small step down the corridor’.2So why is Key Stage 1 so different in some schools? There are many good reasons why it becomes more difficult to have a play-based pedagogy in Year 1. Ratios may be higher, there is more pressure to fill books with work so that progress can be evidenced, there is a change to the curriculum and the looming pressure of tests, etc. But for many children, this sudden abrupt change in the way they are expected to engage with their learning is difficult to adjust to and can cause a dip in"
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Special Needs

Capturing the Power of Play

30 Jul 2019