Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Supporting...

Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010

Supporting Special Needs in the ClassroomDeveloping the role of SENCO in the

Muslim Schools


IntroductionsFarzana Qureshi:

Director of Learning Access and Inclusion

Tauheedul Islam Girls’ High School and Sixth Form College.


SEN! Not in my school.

• Individual needs

• Identification

• Labels

• Perceptions


Group Activity

• What is the role of the SENCO?

• Feedback


Acronyms activity.

• SEN• ADD• ADHD• HI• VI• PD• SEBD• SLT• CoP


SEBD: Social Emotional and Behavioural Difficulties

• Key factors which affect children’s behaviour:

• home/environment influences• School organisation, it’s climate and ethos• Teacher behaviour in the classroom• The curriculum• Within child features


The Classroom Climate• The most effective learning environment will be

within a positive, caring and equable classroom climate.

• Remove potential triggers and establish authority through negotiation of a few basic rules.

• Recognise and reinforce positive behaviour through appropriate use of rewards.

• Target misbehaviour through low key and appropriate, early intervention to minimise disruption to the class.

• If disruptive behaviour continues, reprimands should become more severe but give anger moral value.


Avoidance is better than confrontation.

• Avoid confrontations.• When these do occur use defusing

skills and defer discussion till a more appropriate time.

• Always follow up.


The Classroom Environment: Behavioural Factors

• Teacher to act as a role model for behaviour required.

• Teacher’s voice is clear.• Verbal instructions are clear.• Good behaviour is noticed and

acknowledged.• Small achievements are recognised.• Minor misdemeanours are tactfully ignored

or dealt with quietly.• Adult and peer support is used effectively.


Building Good Relationships• Encourage students to talk to you by starting

conversations with pupils about schoolwork, games and interests.

• Talk quietly to students when you want them to do something.

• Share a sense of humour.• Ask staff for ‘good news’ about individuals

that you can use to start converastions.


Resources

• Time to peruse books and resources.


ADD and ADHD

• Attention Deficit Disorder• Attention Deficit Hyperactivity

Disorder• Medically diagnosed using

Connor’s Rating Scale alongside other tests.


Characteristics of ADD/ADHD• Poor selective attention• Tires of a task easily• Insatiable• Impulsive• Inconsistent• Reacts inappropriately to activity• Poor self monitoring skills• Poor memory• Motor dysfunctions


Strategies for Support• Reward positive behaviour immediately, reminding of the

correct behaviour.• If child is obsessive about talking about one thing,

distract from this.• Show pleasure with progress, smile and praise.• Make rules specific.• Be consistent.• Prepare student for any changes in the daily routine.• Keep instruction short.• Accept the student will be absent minded.• Help the student to make good choices.• Be tolerant and ignore low level behaviours.• Work together with the student’ parents.


Syndrome, Autistic Spectrum Disorders.

• Difficulties with communication and social behaviour.

• http://www.teachers.tv/videos/37382#comments


What this means for the child:

• Problems making friends, getting on with people.• Difficulty understanding what other people need and how they feel.• Speaking to people in an inappropriate way.• Not knowing when to start or stop talking.• Having problems making eye contact.• Seeming loud, rude or silly.• Poor understanding of social situations including conversations strategies.• Giggling for no apparent reason.• Misunderstanding of language, e.g. don’t get jokes or extract literal meaning

from phrases: ‘pull your socks up’.• Inflexible thinking: must follow certain rules, becomes upset if routines change.• Obsessional interest in one subject to exclusion of everything else.• Poor co-ordination, clumsiness in games or untidy handwriting.• Disorganised and difficulty following instructions.• Moody and unpredictable.• Others fin it very hard to communicate with them.• People become upset and angry with them.• Don’t see others as a solution to their problems so won’t ask for help and can be

emotionally isolated.


Key questions to ask:• Can you make an exception (within reason) ,

does it really matter?• Are changes in routine and activity clearly

signalled?• Are daily routines clear, organised and

consistent?• Is there a strategy for overcoming social

isolation? Are all staff aware of likely difficulties?• Is there a strategy for the student to signal need

for help?• Be aware of needs; diffuse the situation.


Group Activity:

• HI/VI/PD needs.


Differentiation through questioning.

What is differentiation?When we differentiate we: • cater for the different needs of pupils • minimise the barriers to pupils’

learning and achievement.• match pupils with appropriate tasks,

resources and support to enable them to achieve at their level.


Questioning

• How you phrase a question for example, can make the difference between it being appropriate for a high achiever or for a pupil who is struggling.

• Closed and open ended. • Factual or Higher order – deeper

thinking.20


Examples?• What is 5x 9 =?• Which numbers are factors of 42?• What is the name of the main character in this text?• Describe the characteristics of the main character

in the text.• Can you justify the actions of the main character in

this chapter?• Do you have opinions about the facts given? How

believable are they? Who has come up with these figures? How reliable are they?

• Discuss and write how you would feel about this. What implications did this have for national and international security?

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Think about a lesson you have already taught.

• Think about the types of question used. • How could you make these more

appropriate and accessible for the range of learners in your class.

• Think about how to use questioning for:1. a more able2. less able 3. and a particular SEN child.

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Think about a lesson you have planned or are planning

for next week.• Plan to use the different

questioning types in your lesson.• 5 minutes to work as a group.• 5 minutes feedback.

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