Classroom Support for Pupils with SpLD

1
Classroom Support for Pupils with SpLD

• Plymouth Advisory Learning Support

2
Course Aims

• To increase staff knowledge of SpLD, particularly
  dyslexia
• To consider a variety of appropriate strategies
  and approaches for pupils with literacy needs
• To improve ability to assess and monitor pupil
  progress
• To demonstrate the use of the Inclusion
  Development Programme (IDP) as a CPD tool

3
Overview
4
Specific Learning Difficulties
dyslexia
Aspergers
ADHD
dyspraxia
SLI
5
What is dyslexia?
6
Dyslexic Profile
7
What does dyslexia feel like?
When I read
When I spell
When I look at print
8
(No Transcript)
9
(No Transcript)
10
Overview
11
Three wavesProvision for effective learning
and teaching can be described in terms of three
waves of intervention
Wave 1

• The effective inclusion of all children in
  high-quality learning and teaching of literacy
  and mathematics
• Additional time-limited provision in the form of
  small-group intervention to accelerate progress
  and enable children to work at age-related
  expectations
• Specific targeted approaches for individual
  children / groups identified as requiring SEN
  intervention. Provision at Wave Three is likely
  to draw on specialist advice

Wave 2
Wave 3
12
The Circles of Inclusion
Responding to pupils diverse needs
Setting suitable learning challenges
Overcoming potential barriers to learning
Slide 1.3
13
In the Classroom
14
The Simple View of Reading

• good

Good language comprehension Poor word recognition
Good word recognition Good language comprehension
Word recognition
good
poor
Poor word recognition Poor language comprehension
Good word recognition Poor language comprehension
poor
Language comprehension
15
Phonic Progression
16
Wave 3 Support

• School provision map
• Individual IEP support
• Planning grid for daily practice
• Ensure in class work
• Joint approach teacher and TA

17
Assessment for Learning

• Supportive / positive learning environment
• Knowing the strengths and weaknesses of
  individual pupils
• Use of evidence and dialogue to identify pupils
  learning needs
• Effective oral and written feedback
• Clear feedback with pupils

18
Tracking progress

• School data
• Assessments
• Regular progress checks
• Planning
• layered targets for groups
• IEP / personalised targets
• Involve child in planning monitoring

19
National Strategy messagesExpected Levels of
Progress

• Pupils with SEN / LDD should have targets that
  help them progress as far as possible and by 2
  levels if appropriate
• No children make less than 1 level of progress
• Targets should improve significantly on current
  performance

20
(No Transcript)
21
Ensuring Parent Confidence

• Be positive
• Active listening
• Home - school programme ?
• Regular progress review
• Keep parents informed