1. Understanding and Using Differentiation to Support Pupil Learning and Involvement. Modern Apprentices: 11.05.2011

2. 1.1% of children are educated in special schools. This proportion has fallen gradually since 1983, when 1.5% of children were in the special sector and varies greatly between local authorities — from 2.4% in Brighton and Hove to 0.1% in Newham. Almost 94,000 children attend special schools, 2000 of whom are dual registered and spend part of their time in a mainstream school. 6224 are boarders at maintained and non-maintained special schools and a further 2766 board at approved independent special schools. Key facts on special schools…

3. 68% of children in special schools are boys and 35% of children in special schools are eligible for free school meals (compared to about 16% in mainstream schools). Nearly two-thirds of children in special schools are of secondary school age. The most common types of SEN for which special schools are approved are severe learning difficulties, followed by moderate learning difficulties (over 40% serve children with these SEN). Over one-third are approved for emotional and behavioural difficulties and autistic spectrum disorder, and one-quarter for profound and multiple learning difficulties (PMLD). Source: Pupil Level Annual Schools Census (PLASC) Jan 2008

4. the proportion of children educated in special schools should fall over time as mainstream schools grow in their skills and capacity to meet a wider range of needs a small number of children have such severe and complex needs that they will continue to require special provision children with less significant needs — including those with moderate learning difficulties and less severe behaviour, emotional and social needs — should be able to have their needs met in a mainstream environment. Successful special schools have an important contribution to make in preparing mainstream schools to support their inclusion So…

5. Classification of Special Educational Needs (2004): Severe Learning Difficulties Specific Learning Difficulty (SpLD) Dyslexia Dyspraxia Dyscalculia Moderate Learning Difficulty (MLD) Profound and multiple Learning Difficulty (PMLD) Behavioural, Emotional and Social Difficulty (BESD) Speech, Language and Communication Needs (SLCN) Physical Difficulty (PD) Sensory impairment: VI HI Multi-sensory Autism Spectrum Disorder (ASD)

6. Defining differentiation… What is differentiation? What are the types of differentiation? on the spot planned: short/ medium/ long term individual/ group Observing differentiation in the classroom

7. "Curriculum differentiation is not a curriculum or a program. It is a process that enables teachers to improve student learning by matching students' individual learning characteristics to the curriculum. Differentiation requires teachers to anticipate and acknowledge the differences in each student's readiness, interests, and learning styles. Teachers can then effectively engage students in meaningful and challenging work. Classroom teachers can challenge every student to think, work, and produce at a high level while simultaneously targeting the specific learning needs of gifted and talented students." www.wilmington39.org

8. Here are some factors teachers consider when planning for differentiation: When and how to group When and how to vary product expectations When and how to change the level of thinking, the questions, and experiences When and how to extend, enhance, or modify the content

9. Planning for differentiation Content/ task; Interest; Interest Pace/ ‘on task’ times; Level; Access/ resources; Responses/ outcomes; Structure; Support; Teaching styles; Teaching styles Learning styles; Learning styles Depth; Depth Groupings

10. An example of a differentiated lesson: Subject area Staffing Range of needs of pupils Resources Teaching strategies Evaluation

11. The differentiated curriculum: the ‘P-levels’ Guidance for pupils who are often described as having severe, profound and multiple, or severe learning difficulties, or moderate learning difficulties. The guidelines relate to all pupils aged five to 16 who are unlikely to achieve above level 2 at key stage 4. Provides guidelines on developing the school's curriculum, including planning, monitoring, evaluation and review, and recognising pupil progress and achievement. They will be useful in developing an inclusive curriculum. They can be used in mainstream schools, special primary and secondary schools, specialised units and independent schools.

12. SWOT Analysis may help… Strengths Personality: friendly, responsive, affectionate, always willing to help Communication: Good use of Makaton symbols Practical skills: Good fine motor control Good at domestic/ self-care type skills if supervised Weaknesses Memory skills: Finds it hard to recall recent learning Difficulty in remembering recent events Dependence: Needs help with almost all basic numeracy and literacy activities Lacks initiative/ sense of independence Self-awareness: Lacks a sense of safety Opportunities Very supportive parents Good levels of cooperation Could extend use of practical skills into classroom more Good chance of increasing further his skills at symbol usage Threats Knowledge of Makaton limited in school Staff may back off teaching independence due to lack of sense of safety Most academic success is only achieved through rote learning-might not be age appropriate at11 years old

13. Removing barriers to achievement; the government’s strategy for SEN: http://www.teachernet.gov.uk/wholeschool/sen/senstrategy// SEN teacher resources: http://www.senteacher.org/ Jelly, M. Fuller, A. Byers, R. (2000). Involving pupils in practice. London: David Fulton Ramjhun, A. (2002). Implementing the code of practice for children with special educational needs. London: David Fulton Planning, teaching and assessing the curriculum for pupils with learning difficulties: the ‘P-levels’: http://www.nc.uk.net/ld/index.html Further reading: