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SPOTLIGHT ON SEND How dyslexia-friendly is


your classroom? In her regular column for Education Today this month, independent Specialist Teacher and Assessor JOANNE GLADDERS looks at the many ways you can support learning through clever use of learning and assistive tools in the classroom.


Many writers advocate that if you match provision to the pupils with a Specific Learning Difficulty you benefit all the children in your classroom. This has been a key discussion point in schools recently. If you tailor learning in the classroom to include multi-sensory learning it really does make a difference to all pupils as we all learn in different ways. I am a firm believer in the fact


that if we give our learners a variety of tools to support them within the classroom and enable them to select the ones that work for them, we are developing independent learners who know what works for them. I have had the privilege of talking to learners in a variety of settings, and the key message that has come out is how well they know themselves as learners, as they have been equipped with the skills they need to make their own decisions. This really does make a difference to them and has a great impact upon their self- esteem. A conversation I had very recently in a primary school focussed


on writing and spelling strategies and the use of multi-sensory strategies to support the learners in their classroom. The use of a variety of word maps to aid the recall of spelling patterns and the understanding of vocabulary can really make a difference to a child’s thinking and recall, especially if these are made visual. The explicit teaching of how many syllables are in a word, how the word links to spelling patterns and rules, and the creation of a visual representation of what the word means can really help the learner with their recall and understanding. There are plenty of examples of vocabulary maps on the internet which can be tailored to meet individual school needs. When writing, help the learner break the piece of writing into


manageable chunks. Give them paragraph or sentence starters. The use of a visual representation to recall what needs to be included in a specific writing genre can make a difference. To enable memory skills, encourage the learner to write each idea they have onto a sticky note. They can then rearrange the order of the notes to represent the order of ideas they wish to use in their writing. After they have written the idea, they can remove that note and move on to the next one. Consideration of the use of in-built assistive technology using


the accessible tool bars on the technology we use can also make a difference. This technology really can make a difference by reading texts to pupils, enabling them to articulate their ideas verbally and then have it typed for them, all of which gives them independence and a way in which they can demonstrate their learning. So I ask you to reflect – how dyslexia-friendly is your


classroom? How can you enable all the learners to reflect their true ability and learning? I can highly recommend the writing and work of Neil MacKay in this area and the work of the British Dyslexia Association for further reading and reflection.


May 2022


Eight ways to communicate effectively with your SEN


learners In her column this month regular contributor HANNAH RIX, SEND English teacher and co-founder of Readingmate Ltd, looks at communication and its power to reach SEND learners.


Communication is key to navigating any environment, but it’s especially true in schools. Learners with special educational needs rely heavily on adults and key workers to communicate with them effectively, in order to be able to understand the world around them, voice their opinions, thoughts and feelings. One thing to remember about our learners is that they've all got a


preferred communication method. They just need a little guidance and support to tap into it. It’s important to note that technology plays a fundamental role in


developing communication, especially when enhancing the lives of learners that have difficulties to communicate verbally. As with most strategies they vary based on the needs of a specific pupil, with a distinct focus on their physical, sensory or language needs.


Here are eight ways you can make sure your communication is effective with learners with SEN:


• Keep it short - it is important to use clear and concise language when speaking to learners with SEN. They may not understand complex words, acronyms, figurative expressions, or phrases, so using simple language will help them to understand what you are saying.


• Be prepared - try to use visual aids such as pictures or videos where possible, as this can help to explain what you are trying to say. Widgets are great as simplified versions of everyday tasks, objects, and language. Some learners prefer physical objects and scenarios to help them consolidate what you're trying to say. Get to know your learner’s preferences and prepare adequately.


• Take your time - make sure that you speak slowly and clearly and give them time to process what you have said before moving on.


• Consider your location - depending on what you're trying to communicate, keep the environment calm and distraction free.


• Keep your body language positive - learners with SEN need to feel safe in all situations so make sure your posture, facial expressions and gestures reflects this.


• Repetition - it can be helpful to repeat back what they have said to you, or summarise what has been discussed, so that they know that you have understood them.


• Respect their learning style - it might take a little longer for them to understand what you are saying, but if you persevere then they will get there in the end. Make sure to read their body language and understanding of what you've said.


• Make it fun - try to make communication fun! If it is something they enjoy doing, then they are more likely to engage with it.


In my experience, I’ve had to challenge my own communication styles


and idea of what communication is. Communication isn't just about talking. It's also about listening, observing, and watching. This truly is the only way we can ensure that we understand what our learners are trying to say and ensure we’re understood.


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