Differentiation John Keenan Andrew to teacher: youre a stupid old woman who never went to school anyway Brenda sees a picture of a butterfly there is a bee and a peanut butter We are all disabled S elf-fulfilling prophecy R osenthal and Jacobson (1968) P upils with learning difficulties (Good and Brophy, 1984) Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them Labeling Theory Bipolar ADHD Autism Dyslexia Sensory Dyspraxia Differently Abled Teachers Standards 'Adapt teaching to respond to the strengths and needs of all pupils'. They must 'have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them'.(Standard 5). https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE Experiences 20% - learning difficulties physical, sensory, emotional, behavioural Cited in Doyle, 1996: 72 Dys Lexicos Kussmaul 1877 word blindness Berlin 1877 dyslexia Hinshelwood 1895 congenital Norrie organisation for dyslexic people Miles and Miles 1990 Dyslexia: A Hundred Years On History of dyslexia It is illogical for a person to say, My child cannot read because he is dyslexic...It tells us no more than saying a person is bleeding badly because he has a haemorrhage or that someone has a high temperature because they are feverish. Doyle, 1996: 69 Pumfrey and Reason (1998) 11 definitions Rice and Brooks (2004) 40 definitions Cited in Mortimore, 2008: 50 It seems to be a natural human phenomenon to want to classify events and concepts and then apply labels to them....the use of the label dyslexia should present no problems just as long as it is understood that it may describe a variety of behaviours...it remains a challenge to educate the public regarding the concept of dyslexia Lawrence, 2009: Alexia Auditory dyslexia Deep dyslexia vs Surface dyslexia (rules) Dysphonetic dyslexia Graphemic processor dyslexia Hyperlexia (speaking) Morphemic dyslexia Semantic processor dyslexia Strephosymbolia (mirror) Visual processor dyslexia Doyle, 1996: 70-71 Phonemes Grigorenko (1977) Chromosomes 6 and 15 linked to a weakness in phonological awareness Lateralization McLoughlin et al (2002) memory in the right and left frontal lobe, right more than left (Galaburda, 1989) but less dominance so confused laterality Magnocellular Stein and Walsh (1997) speed of movement between cells Dyslexia is a specific learning difficulty of neurological and biological origin that is most often characterized by a significant discrepancy between measures of working memory and reasoning ability together with a weakness in the speed of processing information that may be manifested through weaknesses in a variety of educational attainments, particularly literary skills, as well as everyday tasks Lawrence, 2009: 38-39 R eser chAsi ssten t KloZing Dait: oh3-too11 SallarRee: BannEdd Fiyv, AytEen, 7niyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars) Deppartmunt: WourSSter Bizness Skool - SenTEr foRe Werk ARS: FlecKsabl beTweAn.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy29inisherlee Ressponssabl tWo: Dirrekterof Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthMrcahTWO11 What does it pay for 21+? How many hours per week? Whats the closing date for applications? When are they interviewing? Opposing hand up and say the third word of the question backwards R eser chAsi ssten t KloZing Dait: oh3-too11 SallarRee: BannEdd Fiyv, AytEen, 7niyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars) Deppartmunt: WourSSter Bizness Skool - SenTEr foRe Werk ARS: FlecKsabl beTweAn.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy29inisherlee Ressponssabl tWo: Dirrekterof Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthsMrachTWO11 Leftrightleftrightleftright Port is left starboard is right Port has a green light, starboard has a red light Dexter is right, sinister is left Support strategies Write down main points Use pictures, flow-charts, mind-maps Colour all crucial information on the walls Practical/kinaesthetic work Interact one-to-one Signpost topics and key points Allow students time to absorb information. Use recorders Always give out homework instructions ready printed VAK primacy and recency rule Use a font without serifs; Arial or Comic Sans. Print some copies on blue and cream paper. Your score out of 13? What does it mean for your lessons? How do I recognise a dyslexic pupil? *They ask the right questions, lively and interested, but any written work is relatively poor and/or poor handwriting. *They arrive late, hand in work late *They mix up instructions Typical issues Reading 86% Spelling bizarrre Left-right 67% B and d 65% Sentence memory Rhyme Miles (1983) cited in Doyle, 1996: pupils Gardner, dyslexic people have a different way of learning Intelligences: kill smn Teacher Response 1 Multiple Intelligence Teacher Response 2 Mindmaps In groups, differentiate lesson for dyslexic pupils Teacher solutions Bibliography Bennett, D Dyslexia Pocketbook Teachers pocketbooks Buzan,T The Mind Map Book London : BBC Saunders & White 2002 How Dyslexics Learn Evesham: patoss Eckersley, J Coping with Dyspraxia Sheldon Press Biggs, V Caged in Chaos Jessica Kingsley Pubs. Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and Sons Hunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: Whurr Pumfrey P and Reason R 1991 Specific Learning Difficulties London: Routledge Doyle J1996 Dyslexia: an Introductory Guide London: Whurr Publishers Massey J2008 Meeting the Needs of Students with Dyslexia London: Network Continuum Edwards J 1994 The Scars of Dyslexia London: Cassell Stirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St Davids College Turner E and Pughe J 2003 Dyslexia and English London: David Fulton Publishers British Dyslexia AssociationDyslexia Institute Strengths and weaknesses Memory; short v long Auditory skills; listening and hearing Visual skills; looking and seeing Sequencing skills; ordering and organising Kinaesthetic skills; handling and doing Logical skills; arguing and reasoning Emotional skills; interaction and empathy Energy levels Identifying signs and symptoms Different balance in every student; no single classic dyslexic picture Memory The Cat and Hammer Strengths Long term memory Episodic (memory of own life experience) Weakness Short term working memory needs lots of reinforcement Auditory stuff in this pacific minnellium Strengths Music Rhythm Spoken word now this minute Weaknesses Speech sounds Reading, especially reading aloud Spelling Memory of spoken word Sensitivity to background noise Visual stuff; glare, swirl, and frogmen s bodies Strengths Colour Pics, diagrams, graphs The persistent image Weaknesses Black text on white (Meares/Irlen syndrome) Reading Spelling Arithmetic Kinaesthetic intelligence; taking a grip Strengths Practical hands-on skills 3-D understanding Good right brains Lateral thinkers Random ideas Brainstorming Weaknesses 2-D linear stuff (like text) Directional problems Left/right confusions Pen control; hand writing struggles Logical thinking Strengths Rational, critical Good grasp of immediate problem Overall holistic picture Weaknesses Non-sequential? Can t explain (articulate, verbalise) own thinking process Planning sequence of written work Emotional intelligence Strengths Empathetic Sensitive to feelings, moods Interpersonal intelligence; interaction in groups Weaknesses Oversensitive? Can be easily stressed Concentration lapses Energy levels Strengths Very high if confident and unstressed Capable of long bursts concentration if engaged Weaknesses Low if stressed Will tire quickly at text-based tasks English as an Additional Language National 13.5% Birmingham 35% Wolverhampton 18% DfE 2011 Rationale: The national picture Source: NALDEC website 2012 The student experience this video (2.27)this video Three main tasks learn English -vocabulary, grammar and pronunciation content of the curriculum learning skills questioning, analysing, hypothesising (National Strategies 2006) The receptive phase (silent phase) observes in order to apply rules of social simple routine visually aided Basic Interpersonal Communication Skills A Whole School Approach a willingness to learn about the cultures and background realities of the children and their families. Include these in the lessons recruit staff who come from the same ethnic, linguistic and cultural background as the children in school. partnerships with parents, carers and communities. Effective strategies Initial support using gestures to illustrate actions and activities (pointing, miming) using visual cues to support the development of oral interactions (photographs, posters, pictures) displaying printed phrases that are commonly used by teachers and children (flashcards) writing and sounding out words and phrases the child can use to look for clarification (for example; Can you explain that again please?.) simplifying texts that contain complex sentences and ideas Build on L1 providing opportunities for children to create their own monolingual or bilingual dictionaries and books and enabling the child to use dictionary skills where appropriatecreate their own monolingual or bilingual dictionaries and books In groups, differentiate lesson for EAL NALDIC aching%20and%20Learning/ pdfhttp://www.naldic.org.uk/Resources/NALDIC/Te aching%20and%20Learning/ pdf EAL Teaching Strategies Multilingual Matters EMAS 4 SUCCESS, Gloucestershire / Bath LA Supporting pupils with English as an Additional Language (2004) Milton Keynes LASupporting pupils with English as an Additional Language Guidance on the Assessment of EAL Pupils who may have Special Educational Needs, (2004) Milton Keynes LAGuidance on the Assessment of EAL Pupils who may have Special Educational Needs Websites and resources National Association for Language Development in the CurriculumMultilingual Mattersmatters.com/http://www.multilingual- matters.com/ EMAS 4 SUCCESS, Gloucestershire / Bath LAngMaterials/index.htmngMaterials/index.htm Guidance on the Assessment of EAL Pupils who may have Special Educational Needs, (2004) Milton Keynes LAGuidance on the Assessment of EAL Pupils who may have Special Educational Needs Supporting pupils with English as an Additional Language (2004) Milton Keynes LASupporting pupils with English as an Additional Language Bibliography Bourne, J. & Flewitt, R (2002) Teaching Pupils from Diverse Backgrounds: What do trainee teachers need to know (TTA) Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society, California: Association for Bilingual Education. Department for Education (2011a) Schools Pupils and their Characteristics Department for Education (2011b) Teachers Standards Cummins, J., Brown, K and Sayers, D; Allyn & Bacon, (2007) Literacy, Technology and Diversity: Teaching for Success in Changing Times London: Allyn & Bacon, Gravelle, M (2005) Bilingual learners: bilingualism, learning and inclusion. Accessed online 14/03/2011 Hawkins, M (2010) Sociocultural Approaches to Language Teaching and Learning, in Leung, C., & Creese, A., English as an Additional Language. [online]. SAGE Publications. MacLean, K (2010) Children for whom English is an additional language, in Knowles, G., Supporting Inclusive Practice. [online]. Taylor & Francis. National Standards (2006) Excellence and Enjoyment: learning and teaching for bilingual children in the primary years. Introductory guide Leung C., & Creese A. (2010) English as an Additional Language. [online]. SAGE Publications. MacLean, K (2010) Children for whom English is an additional language, in Knowles, G., Supporting Inclusive Practice. [online]. Taylor & Francis Walker, A., Dimmock, C., Stevenson, H., Bignold, B., Shah, S., Middlewood, D. (2005) Effective Leadership in Multi-Ethnic Schools National College for School Leadership Autism what do you know? Valuing the learners voice I have Asperger's Syndrome, a 'milder' form of Autism, (yeah right!). That means that I have difficulties with social interaction, communication and imagination. Of course you could say that that is a matter of opinion because after all, interaction and communication are a two way thing - maybe I have it right and others have the difficulties!! (Luke Jackson, aged 14) obookmart.com/aud iobook.php?abid=B K_RECO_ The learners voice?fuseahttp://www.telegraph.co.uk/news/uknews/law-and-order/ /Police-officers- assaulted-autistic-boy.htmlction=printable&book_number=1252ook/curious-incident-of-the-dog-in- the-night-time/ https://youtu.be/W3yk_T4WXhM Background Autistic Spectrum Disorders: communication, imagination and socialisation. We are all on it -AQ First described by Leo Kanner in ASD affects 1 in 100 people, approximately and is more prevalent in males (National Autistic Society). Some brain-based explanations Diagram Source:A)The cortexucsd.edu/ news/201 1/Pages/ autism- neurons.a spx C) The cerebellumes/Cerebellum.html B) The limbic systemcal/limbic.htm What might it mean in your lesson? Literacy and language difficulties Some learners on the autistic spectrum may have particular difficulties with: Speaking and listening following conversational maxims, using/recognising paralinguistic features, prosodic features, functions of speech, adopting different registers. Reading - understanding any non-literal text, inference, de-coding unfamiliar words, idioms or figurative language, unfamiliar typeface, using semantic reading cue. Writing - about other people, re-presenting information, understanding text genre, phonically irregular spelling, handwriting.