SPOTLIGHT ON SEND Uncharted waters ahead
In her regular column this month (written just before the schools closed), independent Specialist Teacher and Assessor JOANNE GLADDERS reflects on best practice supporting children with speech and language difficulties.
As I write this month we are in uncharted waters as an education establishment. At the forefront of our minds are the young people who are vulnerable, those who are at risk of infection and those who are at risk as and when schools close. To teachers, this is the same level of concern that is given day in, day out as we consider the needs of all the young people in our care. Our focus, as always, being on doing our utmost best for all those in our care. We really are in a profession to be proud of. Over the last few weeks, I have been engaged in conversations
about how best we can support children with underlying Speech and Language difficulties. So often these difficulties are masked by other difficulties because Speech and Language can co-exist with so many other conditions such as Dyslexia, Dyspraxia and ADHD to name but a few. In a few of my schools we have considered how we can ensure that Speech and Language difficulties are identified and addressed. Expressive Language difficulties are easier to spot as the young
person has difficulties articulating sounds or getting their words out. Other difficulties encountered impact upon the young person’s ability to process verbal information and respond to it. These difficulties can have huge implications for their learning. Often Receptive Language difficulties, how we understand and interpret language, are overlooked as they are attributed to other conditions. Recent assessments that I have carried out for Specific Learning
Difficulty Dyslexia have highlighted the need for a referral to a Speech and Language Assessment. The assessments I have carried out have been at Secondary School and have become more apparent as the curriculum demand has increased. The young people needed a vast amount of time to process information, particularly when placed under time restraints. In addition, they had difficulty articulating exactly what they wanted to say, struggling to find the correct word. A lot of ‘Oh, I know what that words means but I can’t explain it.’ How often do we see this within our classrooms? What can we do to support these children?
Consider the following: • The position of the young person within the classroom. • Reduce the level of background noise. • How can you reduce the amount of information given? • The use of Task Planners. • Pre-reading texts / information prior to the lesson. • What language support can you give to help with the retrieval of information? For example, key words, access to subject specific vocabulary etc.
• Consideration for Access Arrangements as per the JCQ regulations or end of Key Stage Standardised Assessments Arrangements.
This list is by no means exhaustive. The key aspect for me that has
come out of my work with young people recently is to share information or concerns with the SENCO about how a young person is learning. This enables them to build up a comprehensive picture of the young person’s specific needs and they are then not missed.
A possible ray of light
for SEND pupils Regular Education Today contributor KATE SARGINSON, Deputy Headteacher and SENCO, reflects on the positive effects home schooling might have on children with special educational needs.
As schools are closed across the country the Coronavirus has forced the majority of children to be taught at home. Many children with special educational needs do not have an EHCP, and therefore don’t automatically gain a place in school. Educating children at home is not a common experience for most families in the UK. A hybrid version of home schooling has been created whereby class and subject teachers still fulfil their responsibility to provide work for parents to deliver and support, to then submit for feedback from the teacher. It may not be widely known that any parent can make the
choice to teach their child themselves at home, as stated in the Education Act (1996); “The parent of every child of compulsory school age shall cause him/her to receive efficient full-time education suitable (a) to his/her age ability and aptitude, and (b) any special educational needs he/she may have, either by attendance at school or otherwise.” (Section 7). In traditional home schooling, there no set curriculum, but it is advised specialist tuition is provided in English, Maths and Science. There are no prescribed hours, OFSTED inspection or obligation to sit exams, although there is the option to do so if desired, with the charges made to the parents. Teaching resources need to be sought, and we are fast discovering the usefulness of online platforms with engaging and useful learning activities in this new era. With the perceived concerns about lack of teaching experience, changes to routine and ceasing of social contact coming more readily to mind, what could be the positives about home education for children with SEND? School closures have provided parents with the opportunity to
tailor the school day more closely to their child’s learning needs. There is more flexibility with the start of the school day which can help children with poor sleep patterns, health conditions and physical disabilities that make washing and dressing problematic. Being in the home where a child feels safe and secure can benefit those who experience anxiety being in the school building. Not having to wear school uniform can be a huge relief to children with hypersensitivity who find some fabrics and seams painful. 1:1 or small group teaching is a luxury that schools cannot afford. Although teachers and Teaching Assistants try their best, it is not always possible to provide the individual attention children with special educational needs would benefit from. Children who lack confidence in their academic ability, are shy, or have a speech or communication difficulty should find it easier to ask and answer questions and engage in discussion about their learning with their parents than in front of a whole class of peers. These approaches combine to paint an encouraging picture for progress of children; advocates for home schooling state that it is expected that a school days’ worth of learning can be achieved within only two hours of teaching delivered at home. The shift towards home schooling gives parents the
opportunity to deliver a more individual approach that suits the learning needs of their child, which should hopefully be of benefit once normal schooling resumes.
April 2020
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