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Narrowing the Gap 2

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

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  1. Narrowing the Gap 2 Statemented and Otherwise Disadvantaged Pupils Marijke Miles Prospect School

  2. 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

  3. 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

  4. Context • Reflection on data session with CA last week • Expectations of schools • Progression Guidance

  5. The Inclusion Agenda • PDA • RAD • ASC • SLCN • PSPD • ADHD • FSM • CiC

  6. What Does Quality First Teaching Really Mean? • Priority marking? Accessible feedback? • Deployment of support staff? • Understanding of needs? • Encoding? • Marginal gains? • Quality of IEPs….

  7. 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…..

  8. RAD • What is it? • Risk groups • Prognosis • Manifestation • DISCUSSION - Classroom strategies

  9. 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?

  10. SLCN • Language demands • Subject vocabulary, homonyms • Exam constructs and set-pieces • Is transmit = receive? • TASK:

  11. 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?

  12. 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

  13. Questions

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