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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….


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…..


RAD

  • What is it?

  • Risk groups

  • Prognosis

  • Manifestation

  • DISCUSSION - Classroom strategies


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?


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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