SPOTLIGHT ON SEND


Thinking about dyslexi a


Thismonth, in her regular column for Education Today on aspects of SEND, JOANNE GLADDERS, independent Specialist Teacher and Assessor, wbest tomaximise learning for pils.


dyslexic pu looks at ho


I recently led staff training on how to maximise learning for children with Specific


Learning Difficulty – Dyslexia. As part of this training we considered what we might see within the classroom that would make us consider a learner having a Specific Learning Difficulty. The key outcome of this was that what might be seen is so varied within the classroom


and that no two learners have the same profile of need. It also highlighted how there are many overlaps between the Specific Learning Difficulties.


Interestingly, it was difficult to agree on an actual definition for dyslexia. Staff were reliant on identifying traits that they saw within the learners that they teach and also on their own personal experiences as being a dyslexic themselves. To develop this further, I asked them to consider the statements below and to determine which could be markers of dyslexia. Key statements we considered were: • I find it difficult to organise myself


• I find it easy to visualise ideas or concepts.


• I find it easy to explain a concept or idea but diffic lu t to write it down.


• I lose my place ormiss out lines when I am re ading.


• I read very slowly and might re-read several times before I am sure I understand


• I make many spellingmistakes and have diffic things like


• I dread bei


ng given complicated instructions, reports and letters.


out loud or make notes.


• I find it difficult remembering telephone messages accurately.


• I often struggle to copy things down accurately.


• I have difficulty retaining immediate information and I have a reputation for being forgetful or lazy.


•When I w rite, I confuse words that are similar . • Some days I spell better than others.


• I find it diffic lu t to identify themain points. • I have difficulty understanding what I have read.


All of the above statements can be markers of Specific Learning Difficulty – Dyslexia. I am sure that as you read the above statements you can see learners that you teach and consider conditions such as dyspraxia, dysgraphia, dyslexia and, in some instances, Speech and Language Difficulties.


Why is this important? For me, it is important to always consider the bigger picture. To not ‘pigeon hole’ our learners into what our knowledge perceives their difficulties to be. Checklists are useful tools to identify areas to be addressed but should not be used to diagnose. As I have previously written, a multi-sensory learning environment will enable all learners, regardless of their specific difficulties, to make progress and enjoy their learning.


asked to read ulty writing


Looking out for


Sensory Processing Disorder


Thismonth, in her regular Education Today column on SEND, KAT


tween Sensory refusal towear school uniform.


School uniform is an important aspec t of belonging and having a shared identity. Placing emphasis on personal presentation can mirror the school’s values; high behavioural standards and the maintenance of a calm, ordered environment. Some children respond very negatively to the need to wear school uniform – not because they’re rebelling against the rules, but as a result of a neurological condition called Sensory Processing Disorder (SPD). SPD causes extreme reactions to


sensory experiences. Children can be over-responsive


(hypersensitive), or under-responsive (hyposensitive) as a result of the brain struggling to process and respond to the information the senses receive. SPD has been linked to Autism, although not all children on the spectrum have SPD, and vice versa; intensity and characteristics vary between individuals.


How does SPD effect school uniform? Imagine how unbearable being required to repeatedly put on clothing which causes physical pain would be. Some fabrics can feel excruciating to the wearer. Usually unnoticeable features such as seams, washing instruction and size labels to someone with SPD may be itchy and distracting. No amount of squirming can make the clothes feel right. Everyday life c an be a challenge before the child comes through the schoo l gates. Parents who love their children, having to subject them to a daily battleMonday to Friday. Steps can be taken to reduce the irritation such as removing labels and washing the clothing to soften it. Compromises such as adding a layer under the school shirt means the outward appearance is maintained, but a barrier has been created. This may work in winter, but arrival of warmer weather can create further problems.


Do children have a right to have their sensory needs recognised in the same way that learning or physical n uniform standards have a degree of flexibil with SPD and therefore be categorised as ‘


reasonable adjustments’? ity to respond to children eeds should be? Can


Permi tting alternative clothing items to be worn may be an option . However, this can highlight the child, which could draw negative attention from peers and potentially create a target for bullying – arguably one of the key justifications for the insistence of regularity of appearance. Changing the rules for some could be confusing for pupils and potentially be subject to abuse. Not wearing the correct uniform usually results in the issuing of punishments; having different rules for some can be confusing for staff to keep track of and implement. Some children may be self-conscious and not want to appear different; they may opt to sacrifice comfort for the greater goal of fitting in.


Conforming to the rules is a crucial aspect of school life; it not usually negotiable. If wearing school uniform causes genuine distress for some children should we be insisting on it? Uniform policies could be written to take into account those with sensory difficulties.When a child feels calm and comfortable their emotional quality of life is enhanced and their capacity to learn is maximised. Is a dress code a worthy trade for well-being?What could the solution look like for children with SPD?


Marc h 02 1 9 2019 wwweducation-toda y.co.uk www. .co.uk 19 ATE SARGINSON, Assistant


Headteacher and former SENCO, examines the link betw


ry Processing Disorder and a pupil’s


SPOTLIGHT ON SEN D


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