SPOTLIGHT ON SEND


Verbal processing speed, and what it means for


SEND learners In her regular column for Education Today this month, independent Specialist Teacher and Assessor JOANNE GLADDERS continues her deep dive into Specific Learning Difficulty Dyslexia with a look at verbal processing speed


As we continue to unpick the definition for Specific Learning Difficulty Dyslexia, to refresh our focus, the definition being used is the one by Sir Jim Rose following his review in 2008 and his independent report “Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties” that was presented to the Secretary of State for Children, Schools and Families in 2009.


The definition is as follows: • Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. • Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. • Co-occurring difficulties may be seen in aspects of language, motor co- ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. • A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well- founded intervention.


So far, we have unpicked what is meant by difficulties in phonological


awareness and verbal memory skills. This month we continue by looking at verbal processing speed.


Processing Speed is the ‘ability to perform relatively simple repetitive cognitive


tasks, quickly, accurately and fluently.’ (SASC 2019: 9) Gavin Reid (2009:4) defines Cognition as “learning and processing


information and it is this that can be challenging for students with dyslexia. This refers to how information is processed, which affects memory, processing speed and the ability to retain and transfer information, to utilise prior learning and to develop automaticity.”


Why is this important? Processing speed is the rate at which we understand and react to the information we receive. For learners in the classroom, the speed at which information is given within a lesson could be too quick for them. They might struggle to identify the key points or understand what they have to do. When reading, learners might have to read the same piece of information over and over again to glean understanding. Therefore, if we understand that this is an area of difficulty for a learner, we can address it and put in modifications to aid them to succeed.


How can we support learners with difficulties in this area? • Allow additional time to process information. • Repeat instructions. • Highlight key learning. • Give copies of powerpoints in advance to enable a pre-read before the lesson. • Consider additional time for assignments and tests in accordance with examination bodies where applicable. • Not overloading the learner with too much information, rather breaking it down into more manageable chunks. • Taking all of this into consideration, now think about the learners that you work with. How can you alleviate pressures encountered by difficulties in this area?


Reference: Dyslexia A Practitioners Guide - Gavin Reid Fourth Edition (2009) Wiley & Blackwell


April 2021 www.education-today.co.uk 19


We need to support our SENCOs, or we risk losing them


In her regular column for Education Today this month, KATE SARGINSON, Deputy Headteacher and SENCO, looks at the unique challenges of being a SENCO in today’s schools.


Teacher well-being has become a real focus in recent years. According to a HSE survey in 2016, between 2014 – 2015, teachers were found to have the highest rates of occupational stress, alongside professionals working in health and welfare sectors. SENCOs are required to be a qualified teacher, so it would follow that they are subject to the same threats to well- being, but are also subject to additional risk factors. SENCOs play a critical role in schools and there are


considerable variations in the reality of the job in different settings and local authorities. The responsibilities set out in the Code of Practice are extensive and wide ranging, and have been subject to revisions that have led to more aspects being added. The role requires a lot from the post holder, and it could be questioned whether it is realistic for one person to fulfil it all alone. It would be interesting to hear the responses if SENCOs were asked what they considered to be the most stressful aspect of their job. An informal small scale survey on the SENCO Forum found that 39% of responding SENCOs wanted to give up their post, with 32% actively planning their departure. There are many challenges in the SENCO role that increase the


potential for burnout. The isolation element of the role is much cited by SENCOs, as is the lack of status. The recommended scenario is that the SENCO is a member of the Senior Leadership Team, but this is not always the case. The role can too easily be dismissed as unimportant, and the lack of authority that comes from not being in SLT can mean that instructions and expectations don’t have the clout needed. The SENCO often acts in an advocacy capacity on behalf of children and young people with special educational needs, ‘against’ their colleagues. Sadly, SENCOs can often feel that they are not respected by colleagues. The effectiveness of the role largely depends on buy-in from other staff. It can be challenging to gather information about children, and a reluctance to respond positively to what can be seen as needless extra work. The SENCO has to rely on the same staff to take the time to understand and implement their recommended strategies, as well as keeping the accurate records needed for evidence. Too often a teacher’s expectation is additional staff to solve the ‘problem.’ The financial pressures and lack of resources link closely with managing the expectations of staff and parents alike. SENCOs can also feel underappreciated, and as the role is so commonly misunderstood it can be a battle to justify the time that’s needed to do it well, as what’s been allocated is often insufficient. The SENCO role can be emotionally laborious, and require


considerable resilience. Schools need to take the time to identify and understand the challenges that are unique to the position. More could then be done to address the barriers and provide the support that’s needed; in so doing, no longer accept that this role is exempt from well-being considerations.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48