#ukedchat Archive
Join teachers and educationalists for #ukedchat each Thursday between 8-9 pm GMT for Edu chat. Education news, resources, and @UKEdSch website with @UKEdMag
Thursday June 9, 2016
Good evening and welcome to . Tonight "How are schools now supporting students with SEN?" - EIGHT questions coming up :-)
We'll be joining the today discussing SEN pupils
- Question 1:
National SEN priority should be...? Why?
This is a tough opener: Should the priority for SEN be on a specific or a broader aspect of provision? https://t.co/G7WGG2mxGT
- Question 1:
National SEN priority should be...? Why?
National SEN priority should be ... ?
A1
The progress made by SEN students and how it can be improved,greater progress may allow them to better integrate
Q1 Goint to start this conversation off by saying priority should be early identification of any learning challenge.
Well, yes That would be nice
I understand your doubt: isn't there a host in this session? That may be the reason for confusion, I think ...
Quality provision for all - whatever level they are at
Yes, yet would that increase paper work?
Agree But could that be quite subjective? https://t.co/J0qieT84I7
letting professionals do whatever is best for the children in their care, including their families - whatever that is.
Q1 Why wouldn't SEN be a priority? Are SEN students not of an equal priority as the non-SEN students?
A1 National SEN priority should be appropriate educational/vocational placement for every EVERY child.
A1 timely assessment, advice and support to and from professionals, appropriate funding, high expectations for all.
Money? https://t.co/tdpIV9uDQX
Q1 Why wouldn't SEN be a priority? Are SEN students not of an equal priority as the non-SEN students?
Will have to do our best!! Good idea to put the number of the question next to what you are saying.
- Question 2:
Tips for coordinating with SENCo and agencies?
Not any more than with any other student
Hmm tough one but the priority should be to show that they can achieve & fulfill their potential like all students
https://t.co/ipSEQNDMGB
Joining this evening? Topic = SEN! If so, remember to use the # tag, and not the @ account :-) Starts in 5 minutes
100% agree Where there is a will, there is a way. https://t.co/KMs22nNfcm
yes, but I think it needs to be. Providing for children with SEND is not a science and should be driven by your moral compass
Definitely, high expectations are key to helping.
Really like that last point. All students benefit academically and personally from educators holding high expectations.
be more organised than you think you need to be. Have a back up plan. Get parents on board before doing anything else
A2 coordinaion with others must be honest about what is needed to support best outcome for child. Not organisations reputation
I agree that your expectations should be set at the same level as for your other students
enabling greater inclusion by ensuring robust, measurable intervention and CPD to ensure teachers can deliver it.
, the system is easy: put A1, A2 etc. in front of your reply to quesions (Q1, Q2, etc); in that case all tweeps can follow!
Totally essential. Don't start with a deficit label.
Agree. Parents on board essential.
https://t.co/T4DieCeBJr
completely agree. Personal learning for all. Know your learners, know their needs, know your impact.
totally agree, well said.
https://t.co/T4DieCeBJr
completely agree. Personal learning for all. Know your learners, know their needs, know your impact.
As far as possible treat them the same as everyone else so they feel included
Q2 Excellent training for all staff, including non teaching staff, everyone has a role to play.
https://t.co/quSE6S2TNM
if not,it won't work.They always have more say than professionals (as it should be) and can stop the process at any time
keep the centre of focus on the child. All parties should be working for the same end.
that kind of culture is fantastic.
Heard this the other day - 'No lids on kids!' Children with SEN must have access to their year groups expectations.
Completely. It sometimes feel that this gets lost in all the bureaucracy https://t.co/WmaTKapuav
keep the centre of focus on the child. All parties should be working for the same end.
- Question 3:
Best resources to support SEN?
Agreed but resources need to be tailor made and differentiated.
There is an academy at the moment educating SEN students at other trust school. Court case
Anything. Guides, books, tech…anything What works in your school / classroom? https://t.co/0TnrCVGz4y
- Question 3:
Best resources to support SEN?
Q2 Frequent, open dialogue. Involve parents and student wherever possible. Always child-focused, agenda free!
Like this :-) https://t.co/6XWpwImS7Y
enabling greater inclusion by ensuring robust, measurable intervention and CPD to ensure teachers can deliver it.
Totally agree, the more you include the child the better. https://t.co/j6vEne4zAl
Q2 Frequent, open dialogue. Involve parents and student wherever possible. Always child-focused, agenda free!
Yes, in Manchester. Interesting interpretation of the rules
Interesting. Here in Germany the 3 tier system makes it very difficult for SEN Ss to make it to Gymnasium (uni stream)
https://t.co/6Wg6Q2Txbf
Time. Patience. Encouragement. Nurture. Opportunities to come out of their comfort zone. Consistency, consistency, consistency.
I really believe these things alongside good, consistent teaching is more effective than any intervention or scheme.
https://t.co/7vuzNWWlMn
A3 - No 1 resource. Personalise provision, seek support where necessary, partnership with parents & above all BELIEF in them!
many Ss here would be more than capable of achieving at uni if support/awareness available. Is it?
communication passport, personal profiles, relationship building. Comfort brings confidence
The key word for supporting SEN on this evening appears to be 'consistency'. Important, but hard to achieve in schools?
Q2 Open dialogue with parents/students really beneficial 'What works for you?' We can all learn from each other.
For sure. Here you choose your system at end of primary. Hard to make up ground, especially for SEN. Early detection key
what would make it hard within a school? Lack of training/understanding? Inappropriate behaviour policy.
Interesting that dyslexia is discovered when they get to uni!! Heard of this more than once.
Question 4:
What would you include in ITT about SEN?
Yes, all that. Takes us nicely to Q4 on
A4 as much as possible - our local uni is building very strong links with special school. Had trainee in my class today. Top stuff
Me too. In Ireland. International problem? More focus in teacher ed programmes needed?
Q3 I have personal and professional experience of using it transforms non readers into readers.
https://t.co/2iw3F9EEvB
A4 training on mindsets. Hattie - teacher assumptions of achievement has the greatest effect size. Believe all achieve.
need at the very least a basic understanding of needs and strategies. Really should be part of quality first teaching.
SEN schools told us learning environment has huge impact on pupils. Great innovation @ Southbrook School: https://t.co/cXv2SDYneJ
How much training did you receive on SEN during your ITT?
A4 all ITT Ss should have to spend time working with a range of additional needs children & specialists.
Completely agree; consistency in all approaches is key. Essential for any students; not just SEN
Mindsets could be on the agenda for next week’s :-)
And of course most of the decision is then made by parents who are forced to speculate their kids future. Tough.
100% agreeing with you again Keely :-) https://t.co/8rLThkjwDI
need at the very least a basic understanding of needs and strategies. Really should be part of quality first teaching.
Q3 best resource really depends on the child-not a one size fits all model-what's best is what works for the individual.
Yes Keeley. Everyone needs to be a special needs teacher! It really improves teaching at all levels.
If you are taking part in tonight, remember to include the hashtag in your tweets.
Lots of contact and practical strategies as well as a focus on relationship building with student and families.
During my ITT we visited a 'special school' (now closed) This experience was valuable and inspiring
Question 5:
How to ease transition issues for children with SEN?
there have been a number of closures this year for specialist provisions.
Valid point Being prepared for this is critical.
received some fantastic SEN training on school direct ITT
just know the children really well and share the strategies that work across the curriculum
https://t.co/eUWRnqdBZ3
I did a 4 Year Primary Ed course at MMU and we got a 2 week SEN placement block as well as lectures/ focused work each year
Q3 The best resource has to be the teacher and support staff. Should be their champion, mentor and understand their needs.
I think having as much exposure to practical strategies and SEN in classroom to build confidence for trainees
Spot on https://t.co/6bEB4SYP1K
Q3 The best resource has to be the teacher and support staff. Should be their champion, mentor and understand their needs.
Transition and SEN How do you manage this? https://t.co/TY3XdQfewN
Question 5:
How to ease transition issues for children with SEN?
Let them visit the school a number of times in small groups and have short taster sessions
early start, planning, contact, involving family, communication, don't wait on others be proactive in organising
A5 many transitions to support Ss through. Home to sch. Class to class. Staff to staff. Sch to new sch. could be a whole chat!
So important https://t.co/wM46EHpj7q
Let them visit the school a number of times in small groups and have short taster sessions
very little. Absolutely no training during pgce on specific Sen.
A5 a clear plan discussed and shared with all parties.
How would you feel if everything you know was taken away?
Please remember to use the tag folks please. Some great stuff coming through. Thank you :-)
you are not alone. Funding pressures will increase as well.
https://t.co/tzRAx3TEJu
A5 Let Voice be the guide. The learner's, their parents and your own. Partnerships and relationships.
https://t.co/nxoh9hMaEl
As a parent it rarely feels like we have more say, had to fight very hard to get support for child
https://t.co/zM2m27Zh7c
let them attend in Summer half term to help them integrate. We also find vertical tutoring really helps
Question 6:
How can educators best support medical special needs?
https://t.co/zHssxxDDva
Absolutely vital that we go the extra mile for children requiring additional assistance in transition especially at KS2>KS3!
https://t.co/qPqHmGmYfm
familiar teacher...someone they can link with. In some cases a primary tutor model for core subjects for a term.
Q5, Transition - excellent communication, lots of visits, involvement of students, parents, carers and external agencies.
:
As a parent it rarely feels like we have more say, had to fight hard to get support for child.
https://t.co/UOQr9iodD1
Is this more challenging for educators? https://t.co/Dh6FZMCWQQ
Question 6:
How can educators best support medical special needs?
This used to happen all too frequently for special needs students and LAC. Tragic.
Ensure that you understand what their medical needs are and who to contact if something happens
A6 be willing to learn be involved in meetings where appropriate and above all listen to the people living with it
Clear lines of communication with parents and designation of a role of responsibility in a school for one Tr.
having an onsite nurse who can train staff but equally be on call if needed. Clear procedures for emergencies.
At my school with some of the most anxious students keystaff have had somesummer holiday contact as simple as a post card or two
School often struggle to provide good lines of communication. Tips?
in some ways as sometimes health more difficult to engage.
yes it is. Had a very strong learning curve as NQT as worked in school with high levels of Sen.
Indeed. Have you had experience of supporting children in this regard?
Agree, but do you think that ITT could have prepared you for that?
https://t.co/HVgoK6PF6v
A6 find out as much as you can from the trained professionals.Ensure you fully understand the terminology & ask for help if needed
Q5 having one consistent person helping with transistion, accompanying the student, settling them in and liaising.
Question 7:
What are the common special needs you have encountered in your classroom and how have you supported them?
What are your tips for managing classes with high levels of SEN, esp for NQTs
yes supporting needs such as heart condition, complex epilepsy, scoliosis, clinical anxiety OCD. Often chase care plans
A6 Need to get funding from Health for medical needs - as budgets become more challenging schools can't keep paying.
Genarally seeing the positive points in all students. Every child has a talent regardless of special needs.
A7: in my previous job (higher education in BE), the problem of procrastination was a big issue. Helping Ss make plans has worked.
Are some SENs easier to manage than others? https://t.co/H5AlbUfSqD
Question 7:
What are the common special needs you have encountered in your classroom and how have you supported them?
significant https://t.co/GLP8qPxROF with visuals,familiarity of tasks which repeat in structure and simple instructions.
it could have prepared me more, yes.
See the child and not just their needs. I taught austistic students, they were some of the most talented people I have come across
Q6 Having suitable training for as many staff as possible to avoid any absence issues.
Q4 I'd like to see a module working as a TA-that way you get first hand experience of support/differentiation.
A3: it's completely dependent on individual child & their needs - getting to know them & what works will help you with resources
Designate one staff member with responsibility for centralising info on medical records. Pressing cases, staff meetings
Ask for help! Be honest. Don't think colleagues will think you're struggling to cope.
ASD we use schedules visual timetables 5 point scale social stories key workers and training staff!
O wow! Reckon get as many people as possible around a staffroom table and brainstorming is as good as any :)
A4: Case studies & examples of children, their needs, their background, what provision was successful/unsuccessful
https://t.co/qGL3Dg4Jxo
visual timetables and work/reward systems. I have also worked in a school that used TEACCH and work stations. A great approach.
also dyslexia becoming more common use phonics based intervention but not the answer for all
Yes being collaborative and supportive is the best way forward and makes for great team work.
Take the work out of parental engagement with our fab parent portal with 'School Explained' resources https://t.co/SHaHWdzZfA
Sound advice https://t.co/QDPJk5ZqbP
Ask for help! Be honest. Don't think colleagues will think you're struggling to cope.
Are you noticing an increase in boys, girls or both?
A5: Liase closely with the next teacher/school & share as much info as possible - which approaches/resources work & which don't
try my son couldn't read aged 10, he did this and is now fluent and achieving.
ask experienced staff for strategies. Keep asking if strategies do not work. Go on any Sen training offered.
Think one person with defined role helps in communication between school & home later in the process too.
both currently but a rise in boys previously. Better understanding of the complexity now I think
Final question of the evening coming up. Where has the time gone?
Definitely, working together, learning from each other.
- Question 8:
How can we support parents to support children with SEN?
That’s encouraging. Do you mean locally, or generally improved understanding?
could ask your TSA if there's SLE support available for SEND
Seriously? Really? https://t.co/Y2bOiMSDEb
worryingly- absolutely no training during ITT...told to read "the curious incident of the dog in the night-time" for info!!
We use Motor Skills United. Always up for new resources!
Collaboration is key for success - we know that teachers/school staff love to magpie!
A8: It all starts with identifying SEN als "special" in its real meaning: particular, precious.
https://t.co/n5zsYaxOsR
Ha! Funny :) Probably would be great to personalise all of the official documentation and do needs analysis in context.
A7: autism & adhd - set SMART targets for chd, build close relationship with parents & child & use regular praise & positivity
we have an embedded open door policy.Its hard work but worth https://t.co/5mWp7SGuQC parents a great deal in many ways
I would say generally. Greater access to resources online and cheaper screening options
In my experience it is the best thing that ever happened for my son.
ask your local special school for advice. We're always happy to share our knowledge
The last question this week is a biggy... https://t.co/9mLtws8j3m
- Question 8:
How can we support parents to support children with SEN?
and again, consistency, consistency, consistency. Parents need to know they can trust you and you'll be there for them
Agreed. Have worked with ADHD and autistic students, they face huge challenges and respond well to praise.
Remember to use twitter to build an SEN PLN e.g.
A8 they need access to resources and training in the same was as teachers plus a good listening ear or sounding board
I wish you were consistent with your message ;0) A long lasting and trusting relationship is necessary.
Parents need to be realistic about their child's needs and work with the school if a statement is needed
Is it fair to say that SEN provision is better supported in primary schools, more so than secondary schools?
a7 autism, mod learning diffs, global delay, speech and Lang difficulties, add, adhd
plus we need to remember that most often they're the expert on their own child
A5 taken holistically this IS the way forward - interconnections
I'm like a broken record, aren't I?! I'm so passionate about my wonderful families.
Q8 I set up a support group for parents of SEN students. Great success, they shared ideas, ran training courses & taught teachers!
I wonder where this idea came from?
A7 At my special school we have lots of students w/autism,but it isn't one size fits all-this works with autistic students etc.
a8 give parents time, unpick the scary jargon for them, always keep them informed about action plans and strategies.
Q8-Listen. Parents know their children far better than we do-never assume 'teacher knows better.'
