UNDERSTANDING HOW TO SUPPORT SEN AND ESOL

Author: Prince Foday

 

 

 

The Common Types of Special Educational Needs in Children and Young People

 

Special, Language and Communication Needs (SLCN) is about challenges around one or more areas of communication like difficulties in understanding statements from people, stammering and interacting with others.

 

Social, Emotional and Mental Health (SEMH) are difficulties linked with being withdrawn coupled with disturbing behaviour. The disturbing behaviour may be due to mental health problems such as depression, anxiety, etc. Attention Deficit Hyperactivity Disorder (ADHD), Persuasive Development Disorder, Attention Deficit Disorder (ADD), Bipolar and Anxiety Disorder are other behavioural disorder associated with some children and young people. Children and young people with SEMH may find it difficult to cope with sustainable healthy relationships.

 

Sensory and/or physical and medical need refers to disabilities based on sensory (visual and hearing impairments) and physical (limitations on a person’s physical mobility or having problems with stamina).

 

Cognitive and Learning Difficulties is form of disability associated with a children and young people with a slower pace in learning. Children and young people may face a broad range of learning needs such as moderate learning difficulties (MLD), severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and specific learning difficulties ( SPLD). MLD can be evidenced through understanding of abstract ideas, fine and gross motor skills, problem solving and building ideas, organising steps required to complete a duty, organising and coordinating written and spoken language, and memory and reasoning skills. SLD is linked with severe cognitive and intellectual impairments and children and young people with such impairment  need support when engaging with established curriculum, and may have problems with self-help skills, perception, communication, mobility and coordination. PMLD shows the situation where children and young people have significant difficulties with self- care, receptive and expressive language, attention and concentration, social competence and self-organisation. SPLD is a learning difficulty that covers conditions such as dyslexia (deficiency in reading, spelling words and accuracy), dyscalculia ( difficulty with solving mathematical problems or understanding numbers), dysgraphia ( a neurological problem that makes it difficult for a person to build letters in writing) and  dyspraxia ( having motor learning difficulties and developmental coordination- problems with memory, processing, judgment, movement, coordination, etc.)

 

An Outline of the Different Ways in Which Children and Young People with Learning Difficulties Can Be Supported

 

The learning environment is significant to reduce auditory information overload through clear and simple communication. Making speaking and writing short, facing and calling for quiet during instructions are important for learners.

 

Using the right resources based on the need of the learner should be taken into consideration. The child may be a kinaesthetic learner (learns best through doing and moving), an auditory learner (learns best by reading) and visual learner (learns best by reading or seeing). Kinaesthetic learners need hands on through field trips and doing experiments. Auditory learners can be supported through reading notes aloud or listening to audio on the subject. Visual learners learn through illustrations, highlighted notes, flash cards, videos, books and visual aids.

 

Praise is an important for learners. This can be done through rewarding students and establishing a positive tone in the classroom. The use of 5 positive statements and then a negative remark can be a helpful tool in the classroom (5 plus 1 rule). Although it is good to offer praise to students, it is appropriate to be consistent with disciplinary procedures and avoid using reward to influence appropriate behaviour.

 

Having a network of relationship around the child and young people can lead to a safe and ideal team capable of  building trust. That requires building partnership with parents and guardians that commit a consistent support to the child and young people.

 

It takes time to build trusted relationship with the people, particularly for those with attachment difficulties. The child and young people should be accepted for who they are and allowing time to build relationship with them matters.

 

People with attachment difficulties find it hard to encourage strangers in their lives- that hold for the child and young people too. It is challenging for the child with attachment difficulties to allow to be groomed by strangers, hence, there is the need for adults delivery care to be firm with safeguarding practice.

 

Outside support is important to parents and guardians with children and young people having special educational needs. The local information, advice and support services (IASS) can be contacted for information and guidance. The scope of information provided by IASS is huge and that covers information on the local authorities complaints procedure and process of resolving disputes, advice for the parents of children and young on gathering, understanding, interpretation and application of information to their situation, legal issues pertinent to children and young people with special educational needs, personalised budget, the local offer and local policy and practices.

 

 

Description of the Effect of a Primary Disability on Children and Young People

 

Children and young people suffering from physical disability are held back by opportunities around them and that will have an effect on their social, emotional and physical development.

 

Social impacts are those outcomes of primary disability experience at personal, family and community levels. At personal level, Child and young people with disability struggle with maintaining positive self-esteem. People with disabilities build an attitude that have the consequence of a negative behaviour. Disability can lead to low self-esteem- the situation where people feel undervalue and insured. A person with disability may lack a sense of belong that will limit them from interacting with colleagues and otherwise. The insecurities linked with disability lead people with disability to isolate themselves from social activities, thereby making it difficult for an accessible and inclusive society. At family level, families caring for children with special needs are at the risk of poverty due to loss of paid job. The poverty situation of families can build tension at the domestic front, thereby leading to potential divorce or separation. At community level, negative community attitudes falsely stigmatise disability as been bad luck and shameful. Such a stigma limits those with disability from engaging in  livelihoods, healthcare, education and other areas of life. Community stigmatised attitudes around people with disability is as a result of prejudice, discrimination, fear and limited awareness. Such a negative behaviour within communities is unhealthy for our inclusive world and that has an impact on a nation’s income drive. 

 

Emotions have a strong impact on our day-to-day lives. People’s daily decision is based on whether they are sad, happy, frustrated, bored and angry. The child’s physical symptom can influence his or her emotional development. The degree of physical disability of a child can have an impact on their mood and behaviour. When a child is distress, their behaviour becomes harder to control. Disability can result to emotional disorders where a child or young person loses both school and outside interests. Emotional and behavioural disorders (EBD) are particular mental health disorders that cause acute challenges with both behaviours and emotions. Children and young people with EBD find it difficult to show the right behaviour and regulate emotions. Emotional and Behavioural Disorder makes it difficult for the child to control actions and feelings, impact on their success in school, and affects their general happiness. EBD can impact the child’s behaviour, cognitive functioning, social development and feelings.

 

Physical disabilities like asthma or speech and learning impairment can limit children from engaging in games, sports and other social activities. The child’s limitation from sport and social activities can build frustrations leading the child to misbehave because they are unable to join the physical activity. Children and young people with physical disability find it difficult to join their colleagues to play and that is even serious where there is sensory impairment and challenges with communication. People with physical disability, children and young people inclusive, are meant to experience social discrimination and lack of integrated care. The child and young people with physical disability may time and again have difficulty in building positive social emotional mental health, processing and regulating and dealing out sensory information, social interaction, managing pain and fatigue, communicating with others, building self-care skills, doing work independently, recording ideas and thoughts clearly and on time, undertaking practical tasks, engaging in learning and assessment, utilising equipment and facilities safely and accessing the physical environment.

 

 

Analysis of the Nature and Level of Sensory and Physical Needs of Children within an Educational Setting

 

Children within an educational  setting may  have different forms of disabilities. Their disabilities are evidenced from the condition of the body (impairment) making it difficult to partake in certain activities (activity limitation) and have social interaction (participation restrictions). The disability within an educational  setting ranges from social relations, mental health, hearing, communicating, learning, remembering, thinking, movement, and vision.

 

Physical and sensory impairment covers a wide range of medical conditions and affects a person’s body and mind, making it difficult for a person to undertake normal daily activities. The impairment may be mild, moderate and severe. Some children and young people may have hearing or visual difficulties, epilepsy, autistic spectrum disorder and learning needs.

Sensory impairment is the malfunctioning of one’s senses such as hearing, sight, smell, touch and taste. Hearing impairment is associated with hearing loss and it may range from mild to severe. Visual impairment is the loss of a perfect sight and can range from zero sight to some degree of valuable sight. Some children and young people have a delay in sensory development and struggle to take part in everyday activities.

 

Some children and young people with physical disabilities may be cognitively able.

 

Examples of disabilities that can be observed in educational settings are:

•  Cognitive and learning- This is about memory and understanding
• Conditions evident during childhood- These are Autism Spectrum Disorder (ASD) and Attention Deficit Disorder (ADD) or Attention Deficit and Hyperactivity  Disorder (ADHD)

 

Below is a case study of physical and sensory assessments within an educational setting

 

Physical and Sensory Assessment 1

 

Name: JFC

Date of Assessment: 10^th February 2022

Observation: Diagnosis of ASD; physically healthy and fit; very lively and like talking to himself; can use toilet, change cloth, eat independently; can independently follow clear and simple instructions;  do not write with hand but increasingly good at typing; have no awareness of traffic

Support: Likes  going to gym when hyper; needs hand on shoulder to calm down when hyper; needs carton of milk or pre-cut apple as a reward for working well; can regulate when put in quiet corner; likes clear and calm voice; like a quiet and ordered working environment

 

Physical and Sensory Assessment 2

 

Name: IB

Date of Assessment: 6^th July 2021

Observation: Diagnosis of ASD and ADHD; can independently go to toilet but need help to wash hands; can feed himself independently but need reminder to use cutlery; can dress and undress himself but need prompting; like being naked sometimes; can repeat himself a lot and can slap his neck when frustrated; he can communicate well; can be frustrated by change in routine

Support: He needs visual timetable to know what is now and next and need adults to regularly interact the schedule with him; likes to address as IB to know you are talking to him; he has to observed at all times in class, school trips and otherwise, as he can run or get missing

 

Physical and Sensory Assessment 3

 

Name: TW

Date of Assessment: 22^nd October 2022

Observation: Diagnosis of ASD and down syndrome; lactose intolerant and not allowed dairy products; underactive thyroid; can independently use toilet, eat, wear and take cloth; need adult support to help manage behaviour; has severe communication difficulty; enjoys being around adults and peers but have difficulty in initiating social interaction-this means he can hit, kick, push or spit to gain attention

Support: Need adult to remind him to aim at toilet; need verbal reminders and sometimes need help to wipe himself; need support with transitions, pre-warning at the end of an activity and reminding verbally what is next; sometimes need support when travelling around the school and at lunch time as he finds those times difficult and challenging.

 

Physical and Sensory Assessment 4

 

Name: CFB

Date of Assessment: 15^th June 2021

Observation: She has diagnosis of ASD and epilepsy; can follow verbal instructions; she needs 5-10 seconds to process information before acting upon it; can independently go to toilet; can eat independently under supervision; she does not like loud noise; can be frustrated when not being understood or denied something that she likes; she is attention seeking; she can scratch, pinch, bite scream and throw herself  on the floor when frustrated or denied what she wants; she likes seeking sensory experiences.

Support: she needs prompting to get changed; sometimes need prompting to consistently use cutlery when eating; need space and time for herself; need clear and consistent instructions

 

 

Describing the Roles and Responsibilities of Others that Contribute to the Support of Learners with Sensory and /or Physical needs

 

Community Paediatrician is a specialist doctor employed by the health and social care Trust, and has the responsibility of examining the need of children and young people. The doctor can discuss concerns about potential learning difficulties, provide advisory services on health matters and pass on important concerns to education authority in the region upon consent.

 

Designated Medical Officer has the task of gathering statutory medical and social services advice. It is a must for all children and young people to undergo medical assessment to determine whether they have an important medical need.

 

Educational psychologists are required to provide advisory service to the education authority as component part of a child’s statutory assessment. They are qualified and experienced teachers and must hold a post graduate qualification in developmental and educational psychology. Educational psychologists can provide advice on the educational needs of the child and young people, and suggest ways to assist the child and young people.

 

Health Visitor is a qualified nurse having specialist training and may refer pre-school child and young people with special educational needs to the community paediatrician. They may be asked for advice from designated medical officer when on the process of making statutory assessment.

 

Learning Support Teacher are employed by education authority and there to support teachers in schools, and directly assist the child and young people.

 

Named Officer provides support, help and advice to parents during the process of child’s assessment. They are by and large employed in the special education section of the education authority in the region.

 

Occupational Therapist provides assessment, rehabilitation and treatment to the child and young people that have  processing, co-ordination and physical problems. They are employed by health and social care trust and may be asked by designated medical officer to give advice in the process of statutory assessment.

 

Physiotherapist is trained to give assessment and treatment in getting over physical and movement problems like challenges in coordination, walking, standing, sitting and balance. They are employed by health and social care trust and may be asked by designated medical officer for advice in the process of statutory assessment.  

 

 

Explaining the Specialist Equipment and Technology that Would Be Used By Learners with Sensory and/or Physical Needs

 

Assistive Technology: These are broad range of tools that can support someone to communicate, learn and undertake daily functions. Assistive technology can be low-tech (sensory balls, picture boards and weighted vests that does not require electricity), mid-tech (visual timers and sensory toys that are inexpensive to operate) and high-tech (augmentative communication technology for non-verbal children and young people and robots built to improve their social skills that operate digitally).

 

Audio Players and Recorders: The use of audio visual material can be significant to teaching process. Audio-visual-aids (AVA) can widen the medium of communication between the teacher and students in a classroom.  The idea of teaching based on sound produced by the teacher generates  the feeling that communication can best be achieved through the channel of sound. Engaging students’ senses of hearing, touching and seeing, etc., can be facilitated through AVA as such form of communication relates to all senses and the right inspiration provided by the educator.

 

ICT Technology Platforms: These are mediating instruments used to support students to gain understanding. The use of ICT technology instruments such as closed circuit television, micro-projector and overhead projector can enhance student perception, assimilation and retention of learning materials. Email, messaging, phone calls, WhatsApp, Zoom, and Google meet and other ICT technology platforms are important for learning and socialising.

 

Reading Guides/Coloured Overlays: Colour overlays are usually utilised as solution for the visual stress indicators co-occurring with dyslexia. A latest report show that visual stress indicators pose a strong sensory stimulus coupled with a dense written text, and that might result to a decrease in effectiveness of the hindering systems in the visual perspective, hence, leading to an extreme excitation of the cortical neurons and that would have the ultimate effect of distortions and illusions. Wilkins and Evans (2010) advanced colour outlays to be efficient because they allocate the extreme excitation and hence diminish the indicators of visual stress, thereby enhancing written text processing and written. The following points are significant for reading guides and colour outlays: autistic people desire enough space around them and find it difficult to deal with crowds, cluster and narrow spaces; pattern colours can be agonising and devastating for some people; people with autism have a conceive meaning for different colours and that has different effects on them-yellow and red are stimulating, light blue helps in concentration and green is restful; sleeping difficulties can be treated through darkness and soft bed-time music; autistic people find fluorescent lighting distracting and unbearable.

 

Timer: Timers are utilised as visual aids to check how much time is left to complete a task. Sand timers and wristwatches are some examples of timers. Timers can assist students having difficulties with transitioning from task to task and it can mentally aid them to switch from one task to the other.

 

FM Listening System:  The symbol FM refers to frequency modulation. FM system allows the speaker to use microphone whilst the listener wears microphone. The receiver is a simple pair of headphones or hearing device that channels a sound from a speaker. Children and young people that are deaf often use FM systems to mitigate the challenges in listening. Listening devices can be in the form of hearing aids or cochlear implants.

 

Calculator: This is a useful resource meant to assist in numerical awareness and mathematical thinking strategies of children and young people. Calculators are significant tool for learning arithmetic operations, promoting problem-solving and substitute to thinking. The type of calculator to use depends on the ability of the child in solving mathematical problems. There are calculators for different levels of students. Simple calculator is use for students with low level in arithmetic calculations. There are large-display and talking calculators available for students. Talking calculator has a built-in speech output to make operational keys, numbers and symbols sound loud and ensure that students press the right key.

 

Augmentative and Alternative Communication (AAC): This includes gesturing, giving thumps up, pointing, frowning and waving. The categories of AAC consist of non-aided ( such as body language, pointing, gestures and facial expression), aided ( like the use of assisting technology equipment- both software and hardware) and paper-based ( such as auditory scanning books, spelling boards, pragmatic organisation dynamic display book and many more).

 

Writing Support: Lots of students with learning disabilities have challenges with the different dimensions of written language. Many have problems with the issue of editing, revising, grammar and spelling. The advancement in technology has made it possible for children with learning difficulties to use word prediction, keyboards arranged in alphabetical and sound-based keyboards meant to enhance text entry, and spell-check devices useful for writing support.

 

 

Identifying the Language and Vocabulary that is Appropriate to the Age of Learners, and their Individual Level of Understanding and Proficiency, and How to Introduce New Concepts

 

Language is the integration of gestures, words and social skills that are capable of assisting us in communicating with others. It is away in which we show our feelings, thoughts and link with others. Teaching children and young people the right form of language and vocabulary can be important in building their knowledge and ability to become good citizens.

 

It is important to build routines and create the environment where children and young people can learn for a successful pathway in life. To achieve such a successful pathway in life, teachers and parents/guardians should establish set of boundaries, have to be explicit with rules and consequences, should be good role models, have to be cognisance of media and other models, be familiar with ages and stages.  Children and young people should be taught to be polite when talking (refrain from swearing or cursing or avoid using invective words) and have the patience to take turns or allow others to have their say. Teachers and parents/guardians should assist the child to understand what is allowed and know the result of breaking defined rules.  It is significant to obey establish rules (consistency in the use of appropriate language) as children and young people would be constantly observing the behaviour of their role model.  Children and young people should be encouraged to avoid inappropriate media, music and television as it will not teach them to learn appropriate language.  It is challenging to use appropriate language based on the child’s age and development coupled with the situation where there are children of varying ages –it is important to be mindful  about what to say even where a child is young and cannot speak as he or she is  capable of absorbing  information around them.

Using appropriate language and vocabulary for children and young people can encourage their self-awareness, self-management, build their relationship skills, enable them self-regulate, and build their social and emotional proficiency. Recognising age appropriate language is significant in enlightening the child to be a respectful student, family member and peer. It is important to stress that various environments demand different diction or voice tone (for example, loud voice can be acceptable during play time but not when in the Library where quietness is needed)-educating the child about culture, equality and diversity are important for them to  adjust to social norms and be socially responsible. Children and young should be taught to use appropriate language for their peer, the elderly and in formal situations-slangs can be used among peers but that needs to be avoided when talking to the elderly or within a formal settings. Assisting the child and young people to build language and vocabulary skills is important for the early childhood classroom. The task for teachers, parents and guardians is to ensure that the child uses the right language and vocabulary at the appropriate time, and that the most significant element to a child’s success as a learner is the volume of vocabulary at their disposal from the early childhood. The three types of language skills that teachers should keep in mind are expressive language (words used by children when the talk), receptive language (words children can comprehend) and pragmatic language (words children can utilise in a social environment). 

A sound knowledge about English language proficiency for supporting learners is significant for teachers and schools. The Bell Foundation’s award-winning English as Additional Language (EAL) Assessment Framework for schools established a set of standards to support teachers and schools. The levels of English proficiency set by the Bell Foundation are new to English (working at band A), early acquisition (working at band B), developing competence (working at band C), competent (working at band D) and Fluent (working at band E). New to English learners need substantial support to access curriculum content (show competence in managing simple phrases); display minimal or no knowledge in written English; demonstrate superficial competence in simple oral expression; connect with learning simple or basic classroom language, participate in  immense scaffold listening activities and can connect sounds to meanings and actions. Early acquisition learners display competence in providing basic or simple sentences and paragraphs on known topics; build sense out of written text on words and phrase-can use visual information to understand meaning; demonstrate signs of competence in communicating verbally; display a level of autonomy in developing speech. Developing competence learners can show competence in narrating and describing personal experiences with high level of accuracy and will begin to explore complex writing; illustrate from ongoing knowledge of vocabulary and grammar to participate in curriculum-related task; show signs of competence in impulsive communication; demonstrate independence in the use of simple listening skills desired to participate in learning. Competent learners show competence in managing the structure and content of writing with greater accuracy and with complete range of grammar and vocabulary; participate in autonomous curriculum-related reading activities in various subjects; display competence in providing more complex speech in wider range of forms; capable of producing improved listening skills over a wider range of functions and contexts. Fluent learners demonstrate the capability to comprehend and respond to verbal communication in classroom and within social context with little or no difficulty; display competence in creative and fluent use of English; participate independently in curriculum-related reading activities in different subjects; show competence in independently and accurately writing a variety of language and vocabulary.

 

Vocabulary is a significant aspect of learning English and that is a little different from learning grammar or otherwise. In teaching new vocabulary, it is important to initially recognise  what we mean by saying that a student `understand’ a word-is that meant to be that the student know the word  and can approximately interpret its meaning when they come across it in a text? Do we mean the learner can use the word accurately in writing or speaking? The suggested five principles to considered when teaching new vocabulary in the case of  English as a Second Language (ESL) are Activating  Schema to introduce new vocabulary, Teaching Vocabulary Context, Building Collocations, Reviewing and Recycling Vocabulary and Planning for Difficult Levels. Activating Schema is a way of introducing a new theme and allowing them to express what they already know about it-this requires organising the students into short discussion groups, which is form of diagnostic assessment. Teaching Vocabulary Context enable students to accurately use a new word in a context through a structural requirement-it is important for the learners to know whether the word should follow by another with a change in meaning or verb to be used actively or passively or should the word be followed by a specific proposition or should the word have a positive or negative link. Building Collocations requires students to develop list of adjectives and figure-out their antonyms-a group of students can be given an assignment to build a map for the word ‘clear’ and link them with words that can go with it, 3 of which are collocations and 2 of which is not. Reviewing and Recycling Vocabulary involve the exposition of students to recurring words to assist them stick in their mind-encouraging learners to listen to new and read newspapers can open their mind to repeatedly used vocabulary and expose them to natural review and recycling. Planning for Different Levels entail the use of pyramid (separated into thirds) : the top third being the words or ideas that higher -level students are capable of digesting, the middle third being words or ideas that are expected to be understood by 60% of the class and the bottom third being the words or vocabulary that students find it easy t digest at the end of the lesson. 

 

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