1. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Supporting Special Needs in the Classroom Developing the role of SENCO in the Muslim Schools

2. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 2 Introductions Farzana Qureshi: Director of Learning Access and Inclusion Tauheedul Islam Girls’ High School and Sixth Form College.

3. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 SEN! Not in my school. Individual needs Identification Labels Perceptions

4. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 4 Group Activity What is the role of the SENCO? Feedback

5. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 5 Acronyms activity. SEN ADD ADHD HI VI PD SEBD SLT CoP

6. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 6 SEBD: Social Emotional and Behavioural Difficulties Key factors which affect children’s behaviour: home/environment influences School organisation, it’s climate and ethos Teacher behaviour in the classroom The curriculum Within child features

7. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 7 The Classroom Climate The most effective learning environment will be within a positive, caring and equable classroom climate. Remove potential triggers and establish authority through negotiation of a few basic rules. Recognise and reinforce positive behaviour through appropriate use of rewards. Target misbehaviour through low key and appropriate, early intervention to minimise disruption to the class. If disruptive behaviour continues, reprimands should become more severe but give anger moral value.

8. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 8 Avoidance is better than confrontation. Avoid confrontations. When these do occur use defusing skills and defer discussion till a more appropriate time. Always follow up.

9. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 9 The Classroom Environment: Behavioural Factors Teacher to act as a role model for behaviour required. Teacher’s voice is clear. Verbal instructions are clear. Good behaviour is noticed and acknowledged. Small achievements are recognised. Minor misdemeanours are tactfully ignored or dealt with quietly. Adult and peer support is used effectively.

10. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 10 Building Good Relationships Encourage students to talk to you by starting conversations with pupils about schoolwork, games and interests. Talk quietly to students when you want them to do something. Share a sense of humour. Ask staff for ‘good news’ about individuals that you can use to start converastions.

11. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Resources Time to peruse books and resources.

12. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 12 ADD and ADHD Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Medically diagnosed using Connor’s Rating Scale alongside other tests.

13. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 13 Characteristics of ADD/ADHD Poor selective attention Tires of a task easily Insatiable Impulsive Inconsistent Reacts inappropriately to activity Poor self monitoring skills Poor memory Motor dysfunctions

14. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 14 Strategies for Support Reward positive behaviour immediately, reminding of the correct behaviour. If child is obsessive about talking about one thing, distract from this. Show pleasure with progress, smile and praise. Make rules specific. Be consistent. Prepare student for any changes in the daily routine. Keep instruction short. Accept the student will be absent minded. Help the student to make good choices. Be tolerant and ignore low level behaviours. Work together with the student’ parents.

15. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 15 Syndrome, Autistic Spectrum Disorders. Difficulties with communication and social behaviour. http://www.teachers.tv/videos/37382#co mmentshttp://www.teachers.tv/videos/37382#co mments

16. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 16 What this means for the child: Problems making friends, getting on with people. Difficulty understanding what other people need and how they feel. Speaking to people in an inappropriate way. Not knowing when to start or stop talking. Having problems making eye contact. Seeming loud, rude or silly. Poor understanding of social situations including conversations strategies. Giggling for no apparent reason. Misunderstanding of language, e.g. don’t get jokes or extract literal meaning from phrases: ‘pull your socks up’. Inflexible thinking: must follow certain rules, becomes upset if routines change. Obsessional interest in one subject to exclusion of everything else. Poor co-ordination, clumsiness in games or untidy handwriting. Disorganised and difficulty following instructions. Moody and unpredictable. Others fin it very hard to communicate with them. People become upset and angry with them. Don’t see others as a solution to their problems so won’t ask for help and can be emotionally isolated.

17. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 17 Key questions to ask: Can you make an exception (within reason), does it really matter? Are changes in routine and activity clearly signalled? Are daily routines clear, organised and consistent? Is there a strategy for overcoming social isolation? Are all staff aware of likely difficulties? Is there a strategy for the student to signal need for help? Be aware of needs; diffuse the situation.

18. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 18 Group Activity: HI/VI/PD needs.

19. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 19 Differentiation through questioning. What is differentiation? When we differentiate we: cater for the different needs of pupils minimise the barriers to pupils’ learning and achievement. match pupils with appropriate tasks, resources and support to enable them to achieve at their level.

20. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Questioning How you phrase a question for example, can make the difference between it being appropriate for a high achiever or for a pupil who is struggling. Closed and open ended. Factual or Higher order – deeper thinking. 20

21. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Examples? What is 5x 9 =? Which numbers are factors of 42? What is the name of the main character in this text? Describe the characteristics of the main character in the text. Can you justify the actions of the main character in this chapter? Do you have opinions about the facts given? How believable are they? Who has come up with these figures? How reliable are they? Discuss and write how you would feel about this. What implications did this have for national and international security? 21

22. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Think about a lesson you have already taught. Think about the types of question used. How could you make these more appropriate and accessible for the range of learners in your class. Think about how to use questioning for: 1. a more able 2.less able 3.and a particular SEN child. 22

23. Tauheedul Islam Girls’ High School & Sixth Form College AMSUK Conference April 2010 Think about a lesson you have planned or are planning for next week. Plan to use the different questioning types in your lesson. 5 minutes to work as a group. 5 minutes feedback. 23