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Narrowing the Gap 2. Statemented and Otherwise Disadvantaged Pupils. Marijke Miles Prospect School. Aims of Session. Identify common but highly problematic needs experienced in the mainstream schools & their impact on learning

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narrowing the gap 2

Narrowing the Gap 2

Statemented and Otherwise Disadvantaged Pupils

Marijke Miles

Prospect School

aims of session
Aims of Session
  • Identify common but highly problematic needs experienced in the mainstream schools & their impact on learning
  • Identify what expectations there are for progress of such pupils and how to quantify success
  • Explore ways of managing these needs and narrowing gaps in achievement between them and their peers
recommended reading
Recommended Reading
  • Progression 2010–11 Advice on improving data to raise attainment and maximise the progress of learners with special educational needs (DfE)
  • Dr Bruce Perry – The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist\'s Notebook - What Traumatized Children Can Teach Us about Loss, Love and Healing
  • Dr Bruce Perry - Born for Love: Why Empathy Is Essential--and Endangered
  • Kate Cairns - Attachment, Trauma and Resilience: Therapeutic Caring for Children
  • NoakiHigashida – The Reason Why I Jump
  • Bonnie Terry - School Strategies for ADHD Kids (Winning the ADHD Battle)
  • Phil Christie - Understanding Pathological Demand Avoidance Syndrome in Children: A Guide for Parents, Teachers and Other Professionals
context
Context
  • Reflection on data session with CA last week
  • Expectations of schools
  • Progression Guidance
the inclusion agenda
The Inclusion Agenda
  • PDA
  • RAD
  • ASC
  • SLCN
  • PSPD
  • ADHD
  • FSM
  • CiC
what does quality first teaching really mean
What Does Quality First Teaching Really Mean?
  • Priority marking? Accessible feedback?
  • Deployment of support staff?
  • Understanding of needs?
  • Encoding?
  • Marginal gains?
  • Quality of IEPs….
slide7
PDA
  • Pathological Demand Avoidance Syndrome
  • Anxiety based, variant of autism spectrum
  • Associated with language issues
  • Superficial social skills
  • Role play and altered reality
  • DISCUSSION – dos and don’ts…..
slide8
RAD
  • What is it?
  • Risk groups
  • Prognosis
  • Manifestation
  • DISCUSSION - Classroom strategies
slide9
ASC
  • Autism and Asperger’s
  • Semantic pragmatic disorder
  • Triad of impairment – social communication, social interaction, social imagination
  • Anxiety
  • Sensory
  • DISCUSSION - What are the particular issues for matriculation for this group of pupils?
slide10
SLCN
  • Language demands
  • Subject vocabulary, homonyms
  • Exam constructs and set-pieces
  • Is transmit = receive?
  • TASK:
sensory processing disorders
Sensory Processing Disorders
  • Increasing numbers
  • Very difficult to diagnose and detect – KM
  • Need to be highly observant and use colleagues eg TAs as extra eyes and ears
  • DISCUSSION – What adjustments might we make to support these pupils?
possible further research routes
Possible Further Research Routes
  • Specific strategies for some pupils
  • Development of support staff
  • Analysis of deficits – looking for marginal gains in relation to profile of needs
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