Inclusion

1. Inclusion

2. How did that make you feel?

3. Tips and hints for dealing with global delay in your classroom From: www.noahsark.net.au/PDF/global_developmental_delay.pdf

4. Global Developmental Delay. A developmental delay occurs when a child has the delayed achievement of one or more of their milestones. Indicators may include: • Temper tantrums • Aggressiveness • Inappropriate behaviour • Poor language skills • Impulsiveness • Poor social skills/judgement

5. Strategies. Social Development • Value and acknowledge child’s efforts. Physical Development • Plan for fine motor development with adaptive equipment. E.g. non slip mat under drawing paper, thick crayons, thick handled paint brushes (easier to grasp). Language • Minimise the amount of instructions in one statement to allow child to gain an understanding of what is being said. Cognitive • Gain information from parents about child’s likes, interests and dislikes.

6. Resources • Visual timetables • Thick crayons • Non slip mats • Visual cues • Sequencing cards • Puppets/pictures • www.noahsark.net.au/PDF/global_developmental_delay.pdf • ‘Answers to questions teachers ask about sensory integration’ Koomeret al • Further resources found in information pack.

7. MUSTS… • Get to know the child! • Get to know that parents/guardian. • Get a good understanding of the child’s needs. • Become an expert!

8. Gifted and Talented Children

9. 'Gifted and talented' describes children and young people with an ability to develop to a level significantly ahead of their year group (or with the potential to develop those abilities): • 'gifted' learners are those who have abilities in one or more academic subjects,like Maths and English • 'talented' learners are those who have practical skills in areaslike sport, music, design or creative and performing arts Skillslike leadership, decision-making and organisation are also taken into account when identifying and providing for gifted and talented children.

10. All schools should have a Leading Teacher for Gifted and Talented Education (or share one in the case of some primary schools). Local authorities may also have a Gifted and Talented lead. All mainstream schools should register the identification of their gifted and talented pupils as part of the Annual School Census. Schools will identify children based on evidence including test results, quality of work and the views of teachers and parents. Children may move on and off their school's Gifted and Talented register over time - especially in primary schools - as they develop at different rates to their peers.

11. Schools have a responsibility to meet the educational needs of all their pupils. For the gifted and talented, this includes providing greater challenges in lessons and opportunities for pupils to develop potential gifts and talents. Schools and local authorities may also provide additional activities beyond the everyday timetable.

12. Young Gifted and Talented programme (YG&T) The Young Gifted and Talented programme (YG&T) was set up in 2007 to provide support and opportunities for gifted and talented children aged 4 to 19, including those who were members of the former National Academy for Gifted and Talented Youth (NAGTY). The YG&T Learner Academy gives them the opportunity to participate in activities designed to stretch and challenge them through a range of online and face-to-face events. It also creates opportunities for gifted and talented students to meet and socialise with other young people with similar interests and outlooks. The YG&T website also provides information and links to other sources of support for parents, governors and those who work with gifted and talented children and young people.

13. National Association for Gifted Children (NAGC) • The National Association for Gifted Children (NAGC) runs an independent parent support network to help parents and carers resolve disputes with schools and local authorities. It also offers advice and support to parents and carers of gifted and talented children.

14. The term behavioural, emotional and social difficulties (BESD) covers a wide range of SEN. It includes children and young people with emotional disorders, conduct disorders and hyperkinetic disorders (including attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD)) and children and young people whose behavioural difficulties may be less obvious, for example, those with anxiety, who self-harm, have school phobia or depression, and those whose behaviour or emotional wellbeing are seen to be deteriorating.

15. Dyspraxia: An Introduction • People with dyspraxia usually have a combination of problems including: • Gross motor co-ordination skills: • Poor balance. • Fine motor coordination skills: • Poor at two handed tasks such as using cutlery or playing a musical instrument. • Perception • Little awareness of time and its meaning. • Learning- (classroom) • Speech and language-organising their thoughts therefore sentence and language structure can be muddled.

16. Strategies and Resources • Handwriting difficulties- sky writing, use pencil grips. • Difficulties with dressing and fastening clothes- Suggest loose-fit easy on/easy off clothing and Velcro fastenings. • Generally poorly organised. Supply time-tables, daily diaries and instructions for specific activities in sequenced picture cards. • Unable to remember and/or follow instructions- Get the attention of the child before giving instructions. Use simple language with visual prompts. • Useful web links: • http://www.dyspraxiafoundation.org.uk/ - characteristics of dyspraxia along with resources and support links • http://www.firstschoolyears.com/sen/physical/dyspraxia.htm resources to support dyspraxia in each subject. • http://www.bbc.co.uk/health/conditions/dyspraxia2.shtml causes, symptoms, diagnosis and treatment. • http://www.dyspraxiafoundation.org.uk/services/ed_classroom_guidelines.phpclassroom management.

17. http://www.dyspraxiafoundation.org.uk/services/ed_classroom_guidelines.phphttp://www.dyspraxiafoundation.org.uk/services/ed_classroom_guidelines.php

18. Further considerations… • Child becomes frustrated with themselves: Encouragement, achievable tasks, sensitivity. • Other children become aware- don’t dwell upon it but turn focus around to ‘what could we do to make it easier for them?’ • Child is becoming distressed at having a task to do and knowing where to start: order the tasks for the child, leading them through each stage.

19. English as an Additional Language

20. Introduction • What is E.A.L.? • Is it an inclusion/S.E.N. issue? Strategies The pack includes information on how to: • Establish personal relationships • Make life easier both within the classroom and outside of it • Set work which will provide the most benefit to the child

21. Resources • The pack includes advice on handy things to keep in the classroom such as: • dual language dictionaries • multi-language signs • displays of multi-cultural artefacts • It also includes a list of useful websites which provide both information and resources.

22. Further considerations… • Research the family’s culture/backgrounds/reasons for moving. • Be wary of using interventions – a child with EAL can benefit most by being in the classroom. • The pack contains advice on further possible issues including how best to deal with other children’s questions and curiosity.

23. Extra information covered... • Autism • Hearing impairment • Visual impairment • General advice • Planning Checklist • Checklists from book • Activities

24. Remember how you felt? Hello and thank you for coming, we are here to talk to you about inclusion. I am signing to you in BSL, if you don’t understand what I am saying to you then you now know how some children in your class may feel. Thank you for listening.

25. EVERY child should be valued!