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(5641) "43Behaviour managementBehaviour managementBehaviour managementBehaviour managementBehaviour managementJanuary/February 2007 Managing Schools Today – 16.3We began this series a year ago by examiningschool discipline policies and their fitness forpurpose.1 We then went on to describe theapproaches that teachers need to adopt with today’spupils in order to teach better behaviour.2,3,4 In the lastarticle we analy sed the continuing training needs ofteachers when acquiring these skills.5 In this final articlewe will describe our conclusions from 15 years ’ workadvising and supporting schools on the implementationand management of their discipline policies. We see manyschool management teams who understand sequenceddevelopment plans well enough but don’t k nowspecifically how to manage staff who are having difficultywith behaviour management.We have found that we can take the under lyingphilosophy and practice of Assertive Discipline in theclassroom and, with appropriate amendments, apply thesame principles to the staffroom. Just as we need to beclear about the b ehaviour we are teaching to our pupils,we must also be explicit about the behaviours thatteachers will demonstrate in the classroom. We mostlyneed a much higher level of specificity about this. Whatwe say about the classroom – “fuzzy expectations lead tofuzzy behaviour” – will also be true for the staffroom.Senior managers should ‘walk their talk’: how they expectteachers to communicate with pupils should be mirroredin how they themselves communicate with their staff.Leading withbehaviourGeoff Moss andJohn Bayley roundoff MST’s innovativeseries on behaviourmanagement withtheir conclusionsfrom 15 years ofwork in the fieldBehaviour managementBehaviour managementBehaviour managementBehaviour managementBehaviour management44 Managing Schools Today January/February 2007Diagnosing assertive discipline development level using Situational Leadership IIIn classrooms where the social conditions for learning are not met – the ‘three Rs of behaviour’ – you will need to use thefollowing Assertive Discipline skills to establish them. This checklist can be used to help diagnose a teacher’s developmentlevel with these skills. The evidence may be obtained from discussion or from observation. This diagnostic then allows theteacher to identify those areas of further support they need from their line manager in order to accomplish the tasks.ScoringThinking of your own practice in your classroom, score each skill on a five-point scale according to your currentlevel of both competence and commitment in applying this skill with your classes.A. Competence: How well do you understand this concept?1 = don’t know it at all / 2 = a rudimentary grasp / 3 = somewhat / 4 = mostly / 5 = completely understand itB. Competence: Irrespective of your level of motivation to use it, how proficiently can you apply this skill in the classroom?1 = not at all / 2 = a little but still a beginner / 3 = somewhat / 4 = mostly / 5 = expertC. Commitment: Ir respective of your current level of proficiency, how motivated are you to use this sk ill?1 = not a bit motivated / 2 = only a little / 3 = somewhat / 4 = mostly / 5 = completely sold on this ideaD. Commitment: How confident are you in your ability, either right now or once learned, to apply this sk ill?1 = not at all confident / 2 = a little; not much / 3 = somewhat, on occasions / 4 = mostly / 5 = completely confident of my abilitySKILLS OF ASSERTIVE DISCIPLINE COMPETENCE COMMITMENT1 How to communicate asser tively A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 52 How to construct an effective behaviour plan A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 53 How to give clear activity directions for each A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 54 How to use positive repetition after each direction A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 55 How to use behavioural narration to focus on A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 56 How to amplify supportive feedback using a range A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 57 How to use class-wide rewards to deflect negative A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 58 How to provide corrective feedback through clear A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 59 How to amplify corrective feedback by using A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 510 How to apply a discipline or corrective hierarchy A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 511 How use redirection with pupils who do not A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 512 How to use refocusing with pupils who argue back A: 1 2 3 4 5 C: 1 2 3 4 5B: 1 2 3 4 5 D: 1 2 3 4 5ScoringTo obtain a rough approximation of your overall development level on these Assertive Discipline skills total yourscores for each column. For both Competence (A + B) and Commitment (C + D) columns apply the following grading.95–120 = high; 75–94 = moderate; below 75 = lowCompetence Commitment Leadership style neededLow High Style 1 – DirectiveLow/Moderate Low/Moderate Style 2 – CoachingHigh Low/Moderate Style 3 – SupportiveHigh High Style 4 – Delegating© Behaviour & Learning M anagement 2007Figure 145Behaviour managementBehaviour managementBehaviour managementBehaviour managementBehaviour managementJanuary/February 2007 Managing Schools TodayClear e xpectations of teacher behaviour, supportivefeedback to motivate and reinforce new practice, andcorrective feedback to put right what was going wrongare the key principles for managing"
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Inclusion

Leading with behaviour

16 Apr 2018

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      string(5690) "with students that she wouldn’t normally have spoken to in lessons and extra-curricular activities.”  Teacher“Since the mentoring my attitude towards people has changed. I didn’t want to work before. I argued with the teachers and now I don’t. My teacher is really proud and says I’m doing amazingly well. My mum is impressed because I am better at home too. I think I feel happier than I did.” Child being mentoredIn addition to the role of the significant adult, coaching has enabled the children to work towards personalised outcomes. Comments from the adults and children themselves indicate that through this approach the children have experienced ownership, a clear sense of agency and success in areas that are most meaningful to them. This has been significant in terms of giving the children a voice and increased confidence and motivation. The children themselves appear to have greatly valued feeling listened to and having someone in school to talk to. 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I think more about what I am doing now.” Child being mentoredDuring the pilot study, Strengths and Difficulties Questionnaires were completed by the teachers of a sample of 10 children who were being mentored. Scores showed that after 12 weeks of mentoring 9/10 children showed an improvement with regard to the total difficulties score. At the start of the project no children scored within the normal range for total difficulties with 1 scoring within the borderline range and 9 scoring in the abnormal range. Following 12 weeks of mentoring 4 scored within the normal range, 4 scored within the borderline range and 2 scored in the abnormal range.The most significant reduction in difficulty was with emotional symptoms and peer problems. These two scales when grouped together give an indication of internalising problems. Whilst there was also a positive impact on externalising problems (conduct problems and hyperactivity) this was not as marked as with internalising problems. We are hopeful that as the children become more secure we will see an even greater impact on conduct and hyperactivity and that this, along with a decrease in internalising problems will support children to effectively engage with learning.Implementation and challengesIn many schools the mentoring has been embraced with very positive results; however mentors have experienced challenges in some areas. Some schools are finding it difficult to commit to the time needed to mentor effectively or to organise staffing and learning in a way as to facilitate the approach. In some schools mentors have found that a lack of understanding of the approach throughout the wider school has impacted on the effectiveness of their work. 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Inclusion

Attachment Based Mentoring

20 Jun 2017

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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

This Is What Inclusion Means To Me

17 Apr 2018

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    ["content"]=>
    array(4) {
      ["value"]=>
      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. We need to define it in quantifiable terms and have a system of observation and review that informs us of progress and effectiveness. It is worth spending time on this piece of work, including looking at the staff you have and their skills, providing relevant and meaningful CPD activities and ensuring there is high quality team work between learning support staff and teaching staff. Involve the student in feedback of their support, in a way that gives real and true responses that are helpful in developing provision.6 Written work should be adapted appropriately for students with poor hand function, both for handwriting and keyboard use. Writing can slow students down and often the correct equipment may not be accessed. In negotiating Education and Health Care Plans (EHCPs) at the start of their college life, obtaining the right equipment and professional input is essential. 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. No two will be identical and each will have personal preferences as to how they wish to communicate, down to small details like whether you can help with finishing their sentences or not. Some students welcome it to speed things up, others are very frustrated by this. It is not only our job to communicate, it is our job to develop that communication. Often up until this point in their lives, the language used will have been quite child-like, but as students grow into adults, the language needs to develop with their age. If you imagine learning a foreign language at school, then stopping and 10 years later had to use the same language to communicate with adults, you can see the problem. Education at all ages is about the whole person, not just the subject they are learning.8 Pace is important. The speed at which you deliver information is crucial to their understanding and ability to fully join in to learning activities. However, if students have comprehension challenges and/or delayed language, this becomes a basic need for learning. Differentiation should be happening naturally in all classes, but attention needs to be given, especially if students need more time. Find small activities they can do alone to allow them time to be able to work things out for themselves. It is often too tempting to do things, or too much for them, and then they don’t get the real experience of experiential learning. In the end this actually hinders their success and growth.The final wordThere is so much information out there to help staff in all roles achieve success with students who have SEND, but what we need to ensure is that we are providing age-appropriate environments and experiences in a safe and developmental way. We also need to focus on extending students’ abilities that they will need in their adult life, looking at opportunities for work and higher-level studies where possible. 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Inclusion

SENDing Students on the Road to Success

10 Sep 2018

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