SPOTLIGHT ON SEND
Difficulties in phonological awareness – what is it, and how can
we recognise it? In her regular column for Education Today this month, independent Specialist Teacher and Assessor JOANNE GLADDERS begins her in-depth and ongoing examination of Specific Learning Difficulties Dyslexia with a look at one of its key features.
In this first article to unpick the definition of Specific Learning Difficulties Dyslexia I look at one of the key features of Dyslexia; difficulties in Phonological Awareness. In 2019 a new report format was introduced for Specialist Assessors to
use when reporting on diagnostic assessments. The new guidance and format is explicit in what we are assessing against and what we need to provide evidence of. When assessing, assessors focus on three elements of Phonological
Processing skills: Phonological Awareness, Phonological Memory and Rapid Symbolic Naming. These assessments are carried out orally as we are assessing how we perceive, detect and discriminate sounds, which in turn get translated to grapheme representation when writing. The first set of tasks focus on Phonological Awareness skills. The term ‘Phonological Awareness’ refers to ‘the ability to accurately identify, discriminate between and manipulate the separate units of sounds in words, known as ‘phonemes’’.(SASC 2019:9) This is seen as a core area relating to dyslexia and underpins reading and spelling skills.
In this section the assessor is looking at how well the
pupil can manipulate sounds in words, identify individual sounds in words and how well they can combine given sounds in words. These skills really do underpin reading and spelling skills and, in many instances, are a real stumbling block to enabling young people to show their true skills. The second area looked at is Phonological Memory. The term ‘Phonological Memory’ refers to ‘the ability to accurately identify, retain briefly, and repeat sequences of sound’. (SASC 2019:9) This skill is important for the retention of sounds when decoding words
during reading and recalling the sounds needed for spelling. This area looks at the ability to hold and retrieve sequences from the memory. For this they do not need to manipulate or do anything with the information just simply retain the information briefly. This makes it a different skill to that needed with Working Memory, which is an area looked at separately when assessing. The final section looked at in this section is the Rapid Recall of Symbolic
Information. The term ‘Rapid Symbolic Naming’ refers to ‘the ability to accurately retrieve well-known phonological responses fluently from long-term memory in response to visual stimulus’. (SASC 2019:9) For many young people this is a difficult process, especially when recalling letter names.
and numbers, highlighting any errors. Do you recognise any of the above in your learners? Did you realise
there is a difference between Phonological Memory and Working Memory? (The ability to maintain and manipulate information in active attention. SASC 2019.) Consider the impact deficits in this area might have? Do they only use words they know how to spell thereby not showing their true expanse of language?
February 2021
Advocating for the vulnerable in schools
In her regular column for Education Today this month, KATE SARGINSON, Deputy Headteacher and SENCO, looks at the crucial role the SEND link governor plays in schools.
The Governing body has a responsibility to ensure that a school runs effectively by overseeing its management. They help to set the strategic direction, monitor finances and hold Head Teachers to account. Governors have a collective responsibility, and within the role there are specific areas that they can oversee, and Special Educational Needs is one. The SEND link Governor has a key duty to ensure that the school is fulfilling its legal duties and moral obligations to children with SEND. They should act as an advocate for pupils with additional learning needs and both support and challenge the SENCO.
Although a SEND link governor is a requirement, the SEND Code of Practice doesn't specifically say what governors should be told, nor is there a set format for the SEND report, or a frequency stating how often to report to them. The SEND Governance Review Guide* recommends that governance should not become a simplistic box-ticking exercise based on a fixed compliance model. This guide promotes discussion and reflection with regards to outcomes for learners with SEND. Having an open approach, between like-minded, informed and professional individuals, who work collaboratively together throughout the year is the ideal scenario.
Therefore an effective SEND link Governor really needs to know their stuff and it is recommended that they undertake specific training. SEND is multifaceted and ever changing, and it can be difficult for SENCOs to feel their role and the challenges therein are understood even within their own schools. When a SENCO isn’t a member of the Senior Leadership Team it can be increasingly challenging to explain and manage the day to day operations and justify the time needed. A SEND link governor could act as a useful go between and champion the post holder. They need to understand the complex world of SEND funding and be able to review resourcing. It’s crucial that they can evaluate the impact of spending on progress of children with SEND and assist the SENCO in pushing for increased financial resourcing, as this can be one of the main areas of contention and stress.
The SEND link governor should build a positive working relationship with the SENCO. They should be in contact by email/phone and meet regularly so they gain a true understanding of how the school’s vision and ethos is worked out in practical terms. Governors are often referred to as being a ‘critical friend’. They could be a vital source of help and advice, providing a listening ear and support to those in the challenging role of SENCO. Depending on their experience and knowledge, they might be able to give a second opinion on issues and make suggestions. Many SENCOs report feelings of isolation and having another person who ‘gets’ their role and its pressures can help make the job less lonely.
It also offers insight into how they visualise letters
Having a strong SEND link governor can be really powerful in prioritising SEND in the school. Governing bodies need to ensure the person in this role is informed, empathic and has the strength needed to truly advocate for our most vulnerable pupils, and make a stand with the SENCO.
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https://sendgov.co.uk www.education-today.co.uk 19
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