Practical strategies for working with pupils with Developmental Disorders

1. Practical strategies forworking with pupils withDevelopmental Disorders Jane Baines September 2008

2. Developmental Disorders • Attention Deficit Hyperactivity Disorder (AD/HD) • Attention Deficit Disorder (ADD) • Hyperkinetic Disorder (HD) • Autistic Spectrum Disorder (ASD) • Obsessive Compulsive Disorder (OCD) • Dyslexia • Dyspraxia • Developmental Verbal Dyspraxia • Dyscalculia • Developmental Coordination Disorder (DCD) • Neurofibromatosis (NF) • Ehlers-Danlos Syndrome • Tourette's Syndrome • Deficits of Attention, Movement and Perception (DAMP) • Oppositional Defiant Disorder (ODD) • Conduct Disorder • Scotopic Sensitivity Syndrome/Irlene Syndrome

3. Tools to support the task

4. Too many support tools?

5. Keeping the essentials

6. Use what works

7. Environment

8. Visual structure • Look at layout of room • Think about where child sits • Classroom organisation • Labelling school • Cloakrooms, corridors • Playgrounds • Individuals supports • Chill out • Stress reduction

9. Time Keeping

10. Time tables • Pupils should be allowed to highlight and mark for visual clarity • Glossary of abbreviations should be provided • Orientation of layout to suit pupil e.g. top/bottom left/right • Copy of timetable for home • The timetable will require to be reinforced and maintained by adult supporting pupil • Pupils will require support with time-tabling throughout their school career • Times should be marked on timetable • Buddy system could be in place to support timetable • Colour code labels in school to match subjects on timetable • Any changes should be given in written form, in advance

11. Time management • Teach time management e.g. exams, homework • Alternative strategies for managing time should be used if time is a problem for pupil • Key worker to maintain corrections to timetable and discuss difficulties • Monitor punctuality to see if there is a difficulty • Timing flexibilities e.g. extra time to change after PE • Buddy system for breaks and lunchtime to alert them of upcoming events

12. Organisation

13. Instructions • Give clear instructions, one step at a time and go back to reinforce • Give clear time guidance for task so pupil gets to finish task within allocated time • Give shorter tasks, which can realistically be completed • Do not assume that pupil is able to recall which pieces of work they have completed • Do not assume work has been copied accurately • Copying from the black/whiteboard is a common difficulty • Present written questions on worksheets • Give visual structure to rooms

14. Routines

15. Routines • Record all changes to plan in advance • All messages sent home should be written • Key person to discuss routines on daily basis • Visual prompt cards to work through routines e.g. dressing after PE, lunchtime • Mark child's peg, drawer, lunch box, and diary for clarity. Pupils can find it difficult to locate their possessions amongst others • If classroom layout is changed, show pupil changes • Clear labelling and signage throughout school

16. Recording Information

17. Presentation strategies • Clear uncluttered page of instructions with a few examples • A page at the back of the homework diary with a glossary of signs e.g. (+-) and an explanation, number line etc. • Clarity of layout – look at paper/font size that pupil is using • Darker lines on clear page • Using a dark pen to write with, gel or roller ball pens give more feedback • Utilise weighted pen or pen grip • Agree a time limit for work and stick to it even if work is not completed

18. Recording information • Use alternative paper/style/font size/layout to match child's needs • Utilise technology • Scribing • Indicate start and finish points on page, working left-to-right etc. • Process signs in maths, colour-coded to make task clearer • Task prompt card • Present framework for activity • Accept less written work

19. Differentiation

20. Differentiation • Analyse task you are asking pupil to complete • Is pace and amount of work differentiated as well as content? • Recognise and reinforce child's strengths and utilise them • Look at how work is presented • Be aware that the pupil will become physically tired

21. Homework

22. Home work • Discussion between home and school on the management of a homework diary • Ensure the parents and pupils know the homework timetable • Homework should be recorded in written form • Staff should ensure that the pupil has this in a complete and accurate form • There should be a balance between written and oral production of work • Parents should be allowed to scribe homework • Homework should be given on a worksheet • Plan of homework for week with time scales

23. Self Esteem

24. Self evaluation • I am 7, I have yellow hair, I think I am pretty but my brain does not work properly. • I am really, really good at forgetting things.

25. From a child’s point of view • I am not going to be very good at this school thing. Child aged 4 • I can hear the teacher calling my name but it sounds a long way away, by the time my head comes back I am in trouble. Child aged 5 • Too many words. Child aged 5

26. From a child’s point of view • When people speak quickly the words go past my ears. Child aged 6 • Why does the teacher call me hopeless? Child aged 6 • When people sing a song the tune goes in my ears but the words are one big blur. Child aged 7

27. From a child’s point of view • Why am I so stupid, I bet it would be easier if I had not been born. Child aged 7 • As I walk home all the days work scrambles in my head, when I do my homework I cannot sort out the muddle. Child aged 8 • Is there a shop where you can get a new brain? Child aged 8

28. From a child’s point of view • If I stop eating I will disappear and then I won’t be a problem for people any more. Child aged 9 • I cannot answer the phone because I do not know what they will want me to say? Child aged 14 • I can understand why people cannot be my friends, they know I am not like them .Child aged 15 • I sit there with my most confused face on, but staff do not help me. Child aged 15.

29. Transitions

30. Transitions • Involve pupils and parents in all discussions on transitions • Prepare well in advance • In school transitions – make visits to next class • All information should be passed to new teachers • Plan positioning of pupil in class, re layout, board, desk etc. • Secondary School transition should follow the Highland Council's guidance on transition

31. Remember • These students can fall within the full range of intellectual ability, from average to superior intelligence. • Many students can learn as rapidly as their counterparts. Their difficulties with academic skills (reading, writing, spelling) slow their intake and output of information using these mediums only. • Students with Developmental Disorders can be successful students.