Teaching for Neurodiversity

A new approach helps teachers work with students with dyslexia and other specific learning difficulties. Dominic Griffiths and Liz Horobin show how by thinking of these learning differences as part of a neurodiverse system, the human equivalent of biodiversity, the needs of the whole learner can be addressed and solutions that move beyond labelling or identifying problems can be implemented.

Background to the ‘Teaching for Neurodiversity’ project

In 2016, a consortium led by the British Dyslexia Association in partnership with Dyslexia Action, Dyspraxia Foundation, The Helen Arkell Centre, and The Professional association of teachers of students with specific learning difficulties (Patoss), was awarded a Department for Education-funded contract to provide support for Dyslexia and other Specific Learning Differences. A research team from Manchester Metropolitan University was tasked with evaluating the project.

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      string(5108) "outcomes for our children. Parent and carer engagementWe have always had very supportive parents in the school and parental engagement with their children’s learning is very good. As a result, we don’t face the same level of barriers that other schools may face. Our relationships with parents and carers are developed by the whole team; we consider their engagement to be crucial. Often we make it as informal as possible, so that it feels natural and not forced.  For parents who perhaps don’t want to come in or feel nervous about being in school, we try to have a ‘cup of tea culture’. This way, it feels a little more familiar and welcoming and we can get to know them. Over time, they then start to feel increasingly comfortable with our staff and our setting, and they feel able engage more with their child’s learning, and with school life. The vast majority of our parent and carer community are incredibly supportive and enjoy attending our many events. In terms of home-school partnership and communication, staff use the language and approaches within Achievement for All, with that same level of passion and belief that I hold.  Wider outcomes and opportunitiesExtra-curricular activities are a huge part of life at Clifford Bridge. We offer an incredibly wide range of sport, music and drama opportunities. In addition, many of our children attend music, sports or dance lessons outside of school. We have 414 pupils, with relatively few pupil premium pupils; this means we have to be careful that pupil premium pupils do not feel isolated. If pupil premium pupils want to attend extra-curricular activities which they might not be able to afford, we will pay for it. Participation and inclusion is non-negotiable, every single child in this building has the right to participate in the enriching and exciting opportunities we have on offer, so, if finance is a genuine barrier, then there is an obvious solution. As a result of low pupil premium numbers, Clifford Bridge has a very tight budget, but it’s like anything else in life, you pick your priorities and you hold them dear. Our culture, our ethos and our every move are about inclusion and achievement for all, so our spending of our limited funding reflects this.  We had one boy, who is now in secondary school, who won the termly Head Teacher Award. When he was much younger, he expressed an interest in music and really had a flair for it. He wanted to learn to play the guitar, so we taught him! Through a series of individual lessons, group lessons, School Band involvement and even gigs at local concerts, by the time he left us at the end of Year 6 he was an incredible guitarist who had never had a lesson outside of school. When he was nominated for the Head Teacher Award at the end of Year 6, we chose not to spend the budget on a trophy, and instead surprised him with an electric guitar! He and his family were so grateful and appreciative, and we’ve since heard that, upon joining his secondary school, he is now an active member of their school band, and continues to enjoy his guitar. Our early actions and encouragement with this particular pupil had a knock- on effect on his engagement in school-life and in his learning. We always try to find something that sparks a child’s interest, and create a bespoke provision and experience to keep that spark alive. We also carry this philosophy into provision for larger groups of children. For example, we have 60 children in one particular year group, with eight of them having a complex degree of need, such as autism or sensory processing needs. We introduced yoga into our PE curriculum, specifically with the purpose of improving mental well-being in this year group. We invested a lot into training our staff in meditation and mindfulness techniques which now underpin all of our learning experiences in this cohort; we turned PE on its head! The children enjoy it so much. For children with physical disabilities and learning difficulties, we try to think ‘outside the box’ and creatively adapt our curriculum to put the children, and their needs, at the centre of it.In summaryWhen visitors come and look around our school, there is often one bit of feedback that is repeated time and time again; how everything at Clifford Bridge Academy is “all about the children”. In fact, we’ve now heard this so many times that we’ve turned it into a huge display of photographs with that slogan right in the middle of it!  We really do think of each and every child in our school not just as a ‘learner’, but also as a little citizen of the world who we have been tasked with the responsibility of shaping. Along with our incredibly supportive parents, our Governing Body and the wider structure of the Multi-Academy Trust, we all endeavour to do everything in our power to ensure that every child achieves their potential and has the best possible primary education, filled with awe, wonder and FUN! Amy Husband is the Headteacher at Clifford Bridge Academy."
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Autism

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17 Apr 2018

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      string(5651) "managing provision for students who miss lessons due to ill health since tight deadlines within the curriculum delivery make it challenging. Many successful teachers have used technology to help: online communication, sending work home and even telephone conversations or Skype sessions where possible.4 Inclusiveness, where students are on study programmes and are within programmes designed specifically around SEND requirements, are well managed. Inclusion in such things as drama/reading/group work/activities/debates/community engagement/work experience and projects in mainstream curriculum, however, are the things that can tax some of the most motivated teachers. Don’t do everything alone, ask for help from colleagues, support staff, family and online. Ask professionals for guidance and don’t be afraid to discuss possible solutions with the student that you could try together. Even if they don’t work, you will learn with the student what does work, and that will be a positive experience for both you and the student. You may even include some of the class in solving the issues depending on the situation – young people often suggest ingenious ideas.5 Learning Support Assistants vary greatly in experience and knowledge, and this is an essential provision that needs to be in focus. The spectrum of support can move from ‘too hands off’ to ‘too hands on’. Students, particularly in post-16, need to gain as much independence in all areas of their education and life as possible, especially if they are aspiring to access HE and/or employment.  So how can the success of learning support intervention be measured in a meaningful way with unambiguous evidence of impact on outcomes? Firstly, we need to know what outstanding learning support looks like. 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The set up for a student with SEND starts from pre-enrolment.  Mainstream or vocational teachers can be nervous about adaptations and their uses, as they may not be trained or fully supported in their use, and many learn on the job. This can mean that students do not have a good start to their college education. Staff need time to ‘play’ with equipment so they are fully comfortable in its use and they can see how their curriculum can be adapted. Support from professionals in assistive technologies is also advisable.7 Verbal communication may be challenging for some students, and teachers tend to learn as they go, having had little training in speech, language and communication techniques. This can leave both the student and teacher frustrated. This is such a big area because of the array of verbal and cognitive issues a student may have. Staff must get a full understanding from the professionals about each student. 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Inclusion

SENDing Students on the Road to Success

10 Sep 2018

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      string(5644) "Philosophical Enquiry in SchoolsIn 2004 the Helen Hamlyn Trust (HHT) developed an integrated education programme for Primary Schools to reach children at the earliest stages of their education, to improve engagement and aspirations thus improving outcomes. In 2005/6 Open Futures, which is based on thinking skills pedagogy (Fisher 1998), was initiated by the HHT and led by Lucy O’Rorke. They began a pilot scheme known as growit cookit, with the Royal Horticultural Society and the RSA Focus on Food Campaign, working together in 10 schools along the south coast. In 2006/7 filmit and askit were added to the Open Futures programme. In collaboration with designer the late Andy Cameron, filmit was developed by HHT, and askit was developed with SAPERE to put enquiry at the heart of the school curriculum and specifically to underpin learning in the context of a skills-based approach. Working with schools and their communities in the UK and India, Open Futures ran with widespread success for over 10 years, reaching more than 50,000 children in the UK (Crabbe et al. 2015).Independent evidence showed that both individual strands, as well as the complete Open Futures programme, significantly improved learner outcomes (Boaler 2008), as evidenced by an independent study from the Research Centre for Learning and Teaching at the University of Newcastle (Crabbe, et al. 2015). Research into the effectiveness of Philosophy for Children (P4C) demonstrated repeatedly the positive impacts it had on pupils’ learning and attainment. For example, in a randomised controlled trial study into the impact of P4C in primary and secondary schools, Topping and Trickey (2007) showed significant pre–post cognitive ability gains. The study provided evidence of maintained cognitive gains from collaborative philosophical enquiry that transferred across contexts. askit has a specific procedure and use of learning materials that results in students asking and discussing their own questions, under the direction of a trained teacher, so that the discussion has a direct impact on the students’ ability to think and learn independently.Philosophical Enquiry in FECentral Bedfordshire College (CBC) is a general FE college of approximately 5,500 learners and a turnover of around £12m. The college has three campuses across Central Bedfordshire – in Dunstable, Houghton Regis and Leighton Buzzard – and a fourth in Luton. The college offers a range of full and part-time courses, including vocational and academic, from further to higher education. The vocational curriculum includes engineering, robotics and automotive, construction, science, hospitality and catering, digital media, public services, sport, hairdressing, holistic therapies, child care education, health and social care, and teacher education. Students study vocationally‐orientated, skills-based subjects that relate directly to their lives and careers beyond the college. In late 2013, CBC was judged to be good (Grade 2) by Ofsted. Following the inspection, the college looked for new pedagogies in its pursuit of excellence. The college worked in partnership with the Open Futures Programme of the HHT to explore the possibility of adapting philosophical enquiry to the technical and vocational education and training sector. The purpose was to use this work as part of a strategy to drive further improvements in teaching, learning and assessment, and raising the aspirations of learners and the expectations of teachers. The askit approach fitted in with CBC’s philosophy of developing students as independent learners and thinkers, alongside developing their problem-solving and literacy skills. In summary, askit complements what is essentially a vocational, skills-based curriculum.askit in the CollegeCBC has developed a new way for FE learners to make sense of their realities and how their vocational studies will impact their future career and society. The work focuses on vocational teachers engaging with learners on matters that directly impact their aspirations and self-esteem in relating their training and their locality to their future careers. It is based on developing learners’ ability to articulate philosophical questions and to deal with each other’s views in a mature manner. It is an enquiry-based approach to teaching, learning and assessment that develops students’ ability to think critically and creatively and learn independently (Topping & Trickey 2007). Its power emanates from what students are able to do by the time they finish any course at whatever level at the college.askit develops a ‘community of enquiry’ where every individual is valued for his/her unique experience and interests. Key aims are to develop understanding and good judgement, and the sense of community grows as students learn to listen to each other, building on each other’s thinking and respecting differences. This is based around the ‘Four Cs of Thinking’: Caring: listening and valuing what others say, showing interest, being sensitive Collaborative: responding and supporting, building on each other’s ideasCritical: questioning and reasoning, seeking meaning, evidence, reasons, distinctionsCreative: connecting ideas and suggesting comparisons, examples, alternative explanations.askit for Special Educational Needs and Disabilities (SEND) learners in FESEND learners, who follow Pathways courses at CBC, are both demanding and rewarding as a group. askit was used with an Entry level 1 group – learners who have profound and multiple learning"
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Growth Mindset

Philosophy and Aspiration: Bringing Thinking Skills to Further Education

10 Sep 2018

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Leadership Briefings 10.07(115)"
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      string(5712) "Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.ARE SEND REFORMS FULLY SUPPORTINGCHILDREN?KeywordsSEND Reforms,code ofpractice,children,young adults,specialeducationneeds,disabilities,transparency,autonomy,assessments,legalSummaryIn June 2014, a new special education needs (SEN) code of practice was introduced,implementing changes that hoped to improve education planning for children and youngadults with special education needs and disabilities (SEND). Samantha Hale, Education Lawspecialist at Maxwell Gillott, looks into current research on how the law is performing andavenues for legal redress.With 1 in 5 children now being identified as having SEN, it is vital to assess the adequacy andperformance of the provisions currently in place.The new guidance reforming the SEND rules contain bold statements of hoping to improve inclusion,remove barriers to learning and increase transparency and autonomy. Assessments so far of how thenew process is working are mixed.Are The Rules Adequate?Some of the changes implemented included:• Extending the coverage of provisions from 2 to 19 up to from birth to 25• Replacing Learning Difficulty Assessments (LDAs) with Education Health and Care Plans(EHCPs)• Inclusion of Health and Social Care into EHCPs• Introducing requirement that local authorities (LAs) must publish a “local offer” including thedetails of the support they have available.Many amendments, such as the extension of coverage up to the age of 25, are welcome. However, itbecame apparent early on that there were concerns about the practicalities of the changes.Special Needs Jungle, a non-profit organisation led by parents of children with SEN, disabilities andhealth conditions, liked the fact the guidance stated success is to be judged on the difference made toindividuals, but had some reservations (Article from June 17, 2014).For example, they were concerned with the sections stating that schools must only meet parents 3times a year and that disruptive behaviours don’t necessarily mean that a child has SEN. They alsobelieve that the removal of Individual Education Plans (IEPs) and the introduction of EHCPs may welljust be “change for changes sake.”Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.Mixed Responses as To the Success of New Policy in PracticeA recent study by education law specialists Maxwell Gillott received mixed responses. They spoketo parents, teachers, Ofsted and teachers unions the National Union of Teachers and NASUWTthe Teacher’s Union to ask; “Do you think the inclusion of children with SEN in mainstream schoolworks?”A secondary school teacher said; “My mainstream school is in partnership with the local SpecialistInclusive Learning Centre (SILC). This means students with SEN have a base within school wherethey are sometimes taught but they can also attend mainstream lesson when appropriate. This worksbrilliantly and has given SEN students supported access to expert subject teaching and exam courseswhich would have been much harder to provide in a SEN specialist site. However in order to be inSILC, students need to have been assessed as having a high level of difficulty/disability. We havemore problems catering for students who are fully in the mainstream school but who have some levelof SEN. Funding – even when a child has a statement – is very hard to come by and class sizes areon the increase.”Concerns that limited funding is letting down children with SEN were not isolated. An occupationaltherapist and senior children’s resource worker said; “In my opinion it should work and it should besupported. However, teachers don’t have the correct training, funding means schools can’t equipadequately and other ‘A’ typical children are not educated sufficiently on how not to discriminate”Furthermore, Christine Blower, General Secretary of the NUT, agreed; “Schools are often being lefton their own and with inadequate funding. It is imperative that school funding is increased, includingearly years and post-16 and local authorities properly resourced.”Further Studies Reveal Issues with Lack of Knowledge and Resource ProvisionA recent report by the Driver Youth Trust, “Joining the Dots” (Oct, 2015) also identified issues with alack of knowledge and resource provision.The report highlighted that the current system requires there to be an SEND Information Reportoutlining how the school spend their SEND funding.  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Leadership

Are SEND Reforms Fully Supporting Children?

11 Feb 2016

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