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(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. Significant themes emerging from the children’s comments relate to feeling less worried, having more friends and getting on better in lessons.“My common project is to have a better attitude towards teachers and I have got so much better. I think about how I’m going to be before the lesson and it helps me to do well. I know if I have any problems I can go back to my mentor and talk to her, so I don’t get a bad attitude.” Child being mentored “For the younger children, I have found it helpful to draw what they want for their preferred future and visualise it. Since we did this, it has really improved his playground behaviour. We look back on it often and imagine this in real life.” Mentor“Since I’ve been talking to my mentor I have learned more every day and improved my behaviour. My project is about listening in maths and less chattiness. The scaling has helped because I can see how much better I have got with my project. 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. We are aware that the most effective training takes place on a whole school level so that there is a shared understanding of senior leaders, teachers, teaching assistants and those adults who are mentoring, so all adults can work together to ensure maximum impact . Where whole school training is not an option we are encouraging several adults from each school to attend, ideally someone in a senior position in school as well those who are training to be mentors. This year we have also offered supervision sessions to provide those who have trained with an opportunity to share good practice, engage in some joint problem solving and access casework supervision.Where Next?The findings so far appear to indicate that Attachment Based Mentoring is supporting children to access learning. Actively working on their relationship needs and sense of security as well as providing coaching to support them to move forward has had a positive effect on many areas of their development, their ability to engage with education and to experience success at school.We are continuing to deliver the course across Devon and to provide ongoing supervision. In addition we are currently developing a number of specialist courses to support children who have complex needs. These include a course for specialist provisions working with children with significant learning needs, where the attachment needs of the children may not have previously been a focus for support. We are also developing a course for specialist provisions for children with social and emotional difficulties who may need intensive support to process developmental trauma in order for them to be able to learn.Matt Jones was a primary school teacher and SENCo for a number of years. 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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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      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. Where students are more likely to live in supported accommodation, possibly"
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Inclusion

SENDing Students on the Road to Success

10 Sep 2018

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      string(5643) "willingness to learn. Koko always excelled when it came to the physical activity sessions and this started to imply within the theory based sessions.By week two, Koko was able to feel more comfortable around the coaches and would start to put her hand up to answer questions on a more frequent basis. This alone, was great progress in such a short period of time. Week three, saw Koko communicate more with the coaches and her Fit2Go work booklet was completed to a high standard.We were informed the following week that this change had also reflected in Koko’s class work. Koko has now started to make better progress in her school work and have more interaction within different lessons. The final few weeks of the programme saw Koko make positive strides with her classmates and class work. Koko continues to perform to a high standard in both the theory and physical activity sessions. This was also recognised by the school with Koko receiving a certificate for her performance in the Fit2Go programme – something she couldn’t wait to tell us about the following week. Koko also received a certificate from the head teacher acknowledging her commitment and interaction within the Fit2Go programme and how her work and confidence has improved thanks to the programme.Koko now interacts with a wide range of people at school including staff and pupils. She continues to make slow but positive progress in class with work and increased communication with peers.We at Blackpool FC Community Trust are very proud of the positive effects the Fit2Go programme is having on Blackpool school children, both in school and on our community sports sessions.InclusionBlackpool FC Community Trust offers a range of activities to get target audiences, that would not normally participate, involved in regular physical activity sessions. Groups include people with disabilities, over 50’s and women and girls (Female Football Development). The disability programmes range for all ages and all forms of disabilities. Disabilities programmes include – PAN-ability, Adult PAN-Ability, Down’s Syndrome Specific, Autism Specific, Inclusion Camps, FREE Special Education Needs School Delivery.  The Community Trust also encourages females all over Blackpool to get involved in football. Female Football Development (FFD) is a programme that is run for females to participate in football through fun-based sessions which lead to a healthier lifestyle whilst their football abilities improve.Blackpool FC Community Trust run a very successful inclusion camp during school half term holidays and summer holidays. The camp has seen over 50 children and young people attend in the last twelve months. The camp is delivered by highly qualified and experienced staff working with disabilities. It aims to increase social awareness.Case Study – Pan-abilityName: KyleBlackpool FC Community Trust has been working in partnership with Blackpool and Fylde College for over three years delivering football sessions and taking charge of matches for the pan-disability teams within the College.The students have taken part in weekly training delivered by two Inclusion members of Blackpool FC Community Trust, Owen Coyle and Rick Bryan. The session is tailored to give participants an opportunity to play football competitively who otherwise wouldn’t receive an opportunity in mainstream football due to their disability. It is also to help improve basic social skills throughout. The skill level of the group is varied with some who excel at football and those who come to socialise – both equally important. One young person the coaches came across when delivering, was Kyle, who has always loved football but never received the opportunity to play due to his severe learning impairment. In the first couple of weeks Kyle took part in the sessions but appeared to be sad before and after the sessions but throughout the sessions, Kyle was always smiling, asking questions and generally being inclusive. Blackpool FC Community Trust coaches, Rick and Owen were concerned about the mannerisms of Kyle before and after sessions because he was incredibly engaged during the session. The coaches then found out from the Gateway Campus (Part of Blackpool & Fylde College) that Kyle was being strongly bullied by boys within his college. The bullying led to Kyle suffering from depression.The Blackpool FC Community Trust staff liaised with the College during these matters and made sure Kyle was comfortable when attending football, making sure he arrived and departed home happy but more importantly, all of the bullies were banned from attending the football sessions until the matter was resolved. Kyle continued to attend the session while Owen & Rick monitored his coping levels and also how he was feeling. The college issued a statement to the staff explaining what had happened and this had now been resolved, making sure that Kyle would not suffer bullying on any terms.The College second team had their second tournament of the season which took place in Stockport in November. Due to his strong personality and character to overcome bullying and depression, Owen and Rick named Kyle captain for the tournament – which he was delighted with. Kyle said to Owen (Inclusion Officer) “This is a dream come true, I can’t believe you’ve trusted me to be captain”. The team finished 2nd out of 6th under Kyle’s leadership which again he was delighted with but also scored his first ever goal.Case Study – Female Football DevelopmentName: Erin Erin"
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Emotional and Behavioural Difficulties

Blackpool FC Community Trust: inspiring a better life

13 Mar 2017