Dealing with Special Education Needs Learners

 

 

 

 

 

 

 

 

 

 

 

 

English Syllabus Content

Teachers will be trained

 

 

 

READING

 

Word Reading

 

  • In effective reading skills to build fluency and confidence
  • Identifying words with more than one syllable
  • High frequency words
  • Words with contractions and understand the role of apostrophes as representation of omitted words
  • Suitable reading materials for Primary School Pupils
  • To identify predominate problems faced by deferent ability pupils including SEN pupils and given techniques to overcome these issues.

 

 

 

 

 

 

 

Comprehension

 

  • To use pre-existing knowledge in teaching comprehension to ensure that vocabulary and subtext is understood by pupils
  • How to discuss events in books
  • How to infer what characters might be like from what they say or do
  • How to predict from text
  • Listen and discuss themes from a wide range of poems and stories
  • How to encourage reading out loud and listening to others
  • How to explain clearly their understanding of stories
  • To identify predominate problems faced by deferent ability pupils including SEN pupils and given techniques to overcome these issues

 

 

WRITING

Transcription

 

 

 

Handwriting

  • How to spell correctly
  • The rules of spelling
  • Common exceptions
  • Alternative spellings of the same word
  • Adding prefixes and suffixes
  • Root Words
  • To identify predominate problems faced by deferent ability pupils including SENpupils and given techniques to overcome these issues
  • How handwriting requires frequent and discrete, direct teaching.
  • How ensure that pupils can form letters correctly and confidently
  • To identify predominate problems faced by deferent ability pupils including SENpupils and given techniques to overcome these issues

Composition

 

 

 

 

 

 

 

Grammar and punctuation

 

  • How to write sentences
  • Composing sentences
  • Sequencing sentences from short narratives
  • Re-reading writing to ensure that composition makes sense
  • To identify predominate problems faced by deferent ability pupils including SEN pupils and given techniques to overcome these issues

 

To understand how spoken language can be represented in writing by:

  • leaving spaces between words
  • using the word and to join words and join sentences
  • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • using a capital letter for names of people, places, the days of the week, and the personal pronoun
  • use grammatical terminology
  • To identify predominate problems faced by deferent ability pupils including SENpupils and given techniques to overcome these issues

 

 

 

This teacher training programme will be a blended learning experience involving theoretical, practical and vocational approach. The qualifications provide short vocational programmes of study that meet the needs of individual Learners. There is a strong emphasis on the development of practical skills and acquisition of sector specific knowledge and understanding.

Our qualifications are particularly suitable for more mature Learners who wish to follow a short programme of study directly related to their work experience or to an aspect of employment that they wish to move into. On successful completion of these qualifications, recognition by employers enables Learners to progress into or within employment and/or continue their study in the vocational area.

Our Professional Qualifications are designed to meet a range of different needs. The range of qualifications offers:

  • The opportunity to certificate smaller blocks of Learning, designed to motivate Learners and encourage widening participation in education and training
  • Courses that relate to the particular training and employment patterns in a sector
  • Courses that may offer preparation for specific jobs when in employment
  • The opportunity to use a variety of delivery methods
  • Opportunities for Learners to develop skills that support career and professional development

Special/Diverse Education Needs (SDEN) Policy & Training

  • Getting to know about Inclusion
  • Setting up Inclusion policy
  • Training on S/DEN Assessment & Teaching
  • Post-training implementation & Monitoring

This section is aimed at having structures and policies that promote inclusion, high levels of achievement for children & young people, and increased participation in school activities.

 

It includes having a policy framework, rigorously implemented and reviewed but which is an integral part of the school development plan.

 

Lastly, creating awareness of inclusive practice in education and up skilling of the stakeholders in the act of assessing & teaching learners with S/DEN issues.

 

The Inclusion policy to be setup focuses on:

  • Designing a framework that will make it easy for early identification and breaking down (or minimising the effect) of barriers (special and diverse needs) to learners' presence in (access to) education, participation in the learning process, and academic and social achievement
  • This is about giving recognition to the fact that there is a continuum of needs and ensuring that a continuum of provision which may be made in a variety of forms are put in place to combat the associated barriers.

 

The seven main areas of special educational need or difficulty are:

  1. Cognitive and Learning
  2. Emotional, Social and Behavioural
  3. Communication and Interaction
  4. Sensory
  5. Physical
  6. Medical Conditions/Syndromes
  7. Other

 

The policy will be based on the premise that mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.

The support strategy to be followed will be 3 staged-process:

  1. School Staged
  2. Specialist Support Centre
  3. Designated Schools

 

Training on S/DEN Assessment & Teaching

  • This is about facilitating training of staff working with Special / Diverse Educational Needs pupils
  • To ensure early and effective identification and assessment of pupils through working collaboratively of teachers and designated Inclusion Ambassadors in the schools.
  • Training should also take account of general curriculum issues, but also specific sen issues such as differentiation, curriculum access, ieps and target setting, recording pupil progress
  • Two types of training are being proposed and they are summarised in the next 2 slides

 

Teaching Learners with S/DEN

  • It provides a route for continuous professional development on understanding & classification of SEN and the policy establishment
  • It includes assessing the needs of the learner, planning and teaching learning programmes
  • It also includes how to create both electronic and paper-based resources for different SEN classifications

 

Post-training implementation & Monitoring

  • It entails the following:
  • Building up of portfolio of Evidence after training
  • Observation of Teaching & Learning
  • Mentoring & benchmarking of practice



Hands on training
For Professionals and Executives

Maxim

Experts in Talent Development and Business Consultancy

 

Training Location

 

Holiday Inn, Wembley London

HA9 8DS

 

Park Regis Kris Kin Hotel

Opposite Burjuman Shopping Mall

Dubai, UAE

 



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