1. Dr Siân A Rees sian@shipsproject.org.uk
School is a social place - learning in the British Education System after ABI
Dr Siân A Rees

2. School is a social place
Vygotsky – law of cultural development
adult socialise children into cultural practices and pass on cultural knowledge
Society is mediated by language
Learning is through labelled ideas which may be developed in swapping ideas with others
Words play a significant part in guiding actions

3. Where is the social worked out?
Social interaction
between teacher and pupil
Pupil and materials
Pupil and ideas
Pupil and peers
Pupil and expectations ?????

4. When ABI strikes......

5. Pupil and Classroom

6. Playing the game Knowing the rules
Learning
Unwritten rules
??????????
Written for some:
Getting good marks
Hand up
Be on time
Bring your kit
Pay attention
Don’t chatter
Written rules:
e.g. Uniform
No chewing
No smoking
No bullying

7. What unwritten rules? “Off limits”: staff room, What is acceptable
Don’t get caught
Who to choose as a friend

8. Classroom rules (or understandings)?
What teachers expect from pupils
How we learn best
How to tell what mood the teacher is in!
When the rules change !

9. Language of school is different
Q&A: quizzing?
Maxims different from ‘real world’
Real world
School
Sufficiency
Active thinking
Not deliberately ambiguous
Ambiguity rules!!
Truthful
Playing a part, devil’s advocate

10. Playing the game

11. Being noticed Who do you notice in the classroom? Badge of difficulty
Supporter
IEP/SEN
EHCP
Obvious need ??

12. Manage changing classes (or teachers)
How often does this happen?
Same rules? Different rules?
How do you know what the rules are now?
Big changes need preparation

13. Transitional programmes
General transitional programme
Visits to new class/school
New Timetable
Map of building
Introduction to staff
Special programme
Extra days
Summer programme
Make presentation with photos

14. Settled child Set Boundaries the adult is in control Set boundaries
brings security
mean what you say
be consistent
rewards and reinforcement
Manage Change
Security through knowing what to expect.
Scripts free up working memory & sensory system
Plan for trips & events e.g. sports day, school theatre, class treats
Use
Social Stories
Visual timetables
Set boundaries
Manage success
Settled child
Manage change
Manage success
be an advocate
set up to succeed
take child’s point of view
adaptations
compensations
“deload” effect

15. Pupil and peers

16. Getting on with Peers involves
Peer groups: know your place
“Everything in school revolves around your social standing”
Managing teenage language, jokes, sarcasm
Choosing friends, togetherness, keeping secrets
What if you are ‘easily led’?

17. How can we help? Explain jokes, what makes them a joke?
Model good social interaction and point it out
Watch TV together and discuss
Look at use of homonyms in everyday life e.g. adverts
Work on how irony and sarcasm work

18. Trust Encouraging getting together, ...........Mum’s taxi?
Peers by age, or peers by maturity?
Having support at the right time
Trust

19. We can support social interaction
Prompt active listening in group work
Give (and write down) appropriate ways of asking for and ways to refuse help
Write out suggested phrases to use with peers when being teased or when they do not want to join in an activity
Help recognise when they have thought about an activity and when they have actually done it
Supporting youngsters who are organising events
Buddy?

20. By teaching social skills
Social stories are very helpful
Thank you Carol Gray!
No osmosis –
Young people with an ABI do not 'pick up' what is expected, or acceptable, behaviour
need to have social norms made explicit.

21. Social Stories are personalised, positive and explanatory.
use phrases that are
descriptive, explaining what is happening
have perspective, to help understand how others feel
directive, showing what to do
permissive - saying it is OK to feel

22. But........... need to be slightly different from the original design
define terms carefully.
introduce a common language in order to teach.
have visual supports and in situ prompts

23. Meeting social expectations
Exams!!
explicit work on language of questions
know the rules of the game
access arrangements
revision techniques
Maintain self-esteem

24. Successful pupils with ABI
Accept self
Accept changes/ blame injury
Liking myself
Feel secure
Good relationships
Caring environment
Express yourself – know the labels for emotions
Know the new me
What you can do physically
How you respond
Learning styles & strategies

25. teachers who understand
Pupils with ABI need
teachers who understand
watch
Observe
think
ask
However the most important thing to support an ABI pupil is to observe what they are doing
Watch them
Think about what is hard and easy. Think what could be done to support the learning
Try it out
Ask the pupil what they think
Watch again.
try it