School Site

A SITE FOR SCHOOLS

This is a site for teachers so please do comment by emailso that we can make it useful to you. Our website is intended to be a source of information to promote positive learning experiences for all children and increase the awareness of specific difficulties.

Generating solutions not Problems:

How do we give students the maximum opportunity to learn?  The characteristics of good teaching in general will include;

• To motivate children to want to learn.
• To encourage children to set appropriate goals for themselves
• To create an understanding of the importance of acquiring the new information
• Supporting success to young learners
• Giving immediate feedback to the student
• After checking the level of mastery, proceed only if appropriate

Some children are not able to learn easily, apply themselves less in a group environment and require a more direct approach.  They benefit from more explicit teaching.

Explicit teaching models:

This relies on the children being given step by step instructions, demonstration, explanations, practice and corrective feedback for each new step in learning.

The key elements to learning involve the following;

• A careful analysis of the teaching task
• Teaching strategies to achieve success in the task
• Giving clear models and out aloud thinking from the teacher
• Practice and guided feedback
• Frequent revision of previously taught knowledge and skills.

Some early indications of a learning difference:

• A history of late speech development and immaturities in articulation and syntax.
• Auditory perceptual problems with phonemic awareness weakness (identifying sounds and blending).
• Difficulty in quickly naming familiar objects
• Weak lateralization shown in direction sense confusion
• Attention control difficulties
• Secondary emotional problems due to a feeling of failure
• Poor motor coordination
• Visual perception difficulties seen in reading in copying from the board.
• Low threshold for frustration
• Low birth weight
• Soft signs of neurological dysfunction

How do children learn?

Children use a range of neuro-developmental functions to learn specific tasks.  Once they have acquired a specific skill they then have to apply it when it is needed.  If we use writing as an example, some children are unable to form the letters and words quickly enough to keep pace with their ideas.  Specific muscles are employed for letter formation and motor memory is used to do this quickly and efficiently.  There are different muscle groups for horizontal and rotatory movements.  Other muscles are working on holding the pencil with enough force to ensure it is stable (motor ability).  The child must also find the words that they need and make the associations between sounds and symbols (language).  They also need to remember the order of letters and words to make good sentences and spell correctly.  They need to pay attention, listen and process the requirements of the task given to them by the Teacher and this may be through their auditory channels or through the visual medium (written instruction).  Then the child must keep up the flow of mental energy to sustain concentration to complete the task in the time required (attention).

Children who have a neurodevelopmental dysfunction are often misunderstood.  Many times they are called lazy, not very bright and just not trying hard enough.  The teacher may feel that there is something not quite right but they can’t put their finger on what is stopping a child who shows flashes of ability from demonstrating this in a consistent way.  The ability of children in the different functions can have a large influence on their performance in school.

The attention system is an important system to ensure that the flow of mental energy is reliable and consistent.  Sometimes children need to slow down their thinking in order to plan and execute tasks efficiently.  Good attention control ensures that you stay focused and you can filter out the many distractions within any School environment.

The language System is important for learning.  Language does not only mean a strong use of vocabulary, expression of ideas it also involves the development of a sound awareness which in the English language system involves 44 different sounds and making the link in reading and spelling.  Children are required to comprehend a higher level of instruction as they move through the school years and the language used at home and at school are very different as school will challenge the child’s ability to comprehend and make critical links with a higher language expectation.

The memory system some children understand but cannot remember information and the school years are the most challenging on our memory systems.  On the other hand some children have good rote memories which take them through School however they will need to use more reasoning as the courses become more challenging.

The motor system is not only important for sports it also enables children to achieve in the many areas of school performance that require a stable postural system and good coordination so that a child can sit for increasingly longer periods and work without requiring effort to carry out automatic functions.  A child’s self confidence can be affected by poor motor coordination as they are not able to match their peers in writing, drawing, or in outdoor play, riding a bicycle and playing physical games.  Physical concerns can include the autonomic nervous system which affects arousal, an underlying weak postural system, body image and laterality difficulties, lack of directionality and other pre-academic functions and skills.

Studies have shown that 60–70% of students with learning difficulties have phonological and language problems which is why at ATOC there is a strong focus on developing a child’s language to the full and using a range of specialist resources to develop phonological skills and at the same time develop good strategies despite this area of weakness.

At Risk students in the early years will demonstrate:

• A poor pencil grasp
• Difficulty copying shapes
• Weak scissor control
• Difficulty telling a familiar story from memory
• Difficulty repeating sentences
• Use of a limited vocabulary
• Delay in writing own name
• Discriminating two alike words when presented orally
• Recognition and naming of letters
• Weak phonemic awareness
• Unable to match two words the same
• Difficulty naming five shapes and five colours
• Immediate recall of flash card words

Site for Schools:

Schools in Bangkok have been very pro-active in referring children to ATOC once they have observed difficulties in the child in their school. Although schools may have initiated the process it is in fact the parent who is the consumer due to the private nature of the service model in the International system and that the parent and not the state are responsible for addressing the child’s rights to have access to the education at school.

It is important that while ensuring that a child does get needed services that all the avenues at school have also been explored certainly within the early period of identification. It is therefore appropriate to look at established guidelines so that unnecessary referrals do not take place and so that the parent and school remain involved in a process of supporting the child within the classroom and then providing additional support at school where necessary. If the child continues to have difficulties that is when a referral to an outside agency like ATOC is appropriate.

Education for All

The provision of educational and support services for children with learning difficulties, physical, sensory disabilities should include an early identification process to ensure that the child does not develop secondary problems and low self esteem. The provision should be systematic and follow a clearly stated School Policy and involve parents early on. In the education system children are expected to gain increasing skill, knowledge and competency as they move through the curriculum at a rate commensurate with their age. Schools produce guidelines on the expected levels of attainment and some schools have tests to ensure that baselines for age are achieved.

Early identification

The Code of Practice in U.K. emphasizes the need to identify special needs at the earliest possible stage.

Early Years Action

In the U.K. If the child needs special help with learning, they will be put on a programme called ‘Early Years Action’. As a teacher you will assess the child’s needs, and decide what help to give. You should consult with the parents on the help that their child will receive in school and then later give feedback on the results.

Help under Early Years Action could be a different way of teaching certain things, or some help from an extra adult. This help, and the short-term targets for their learning, is usually written down in a document called an Individual Education Plan (IEP)

Individual Education Plans

The child’s Individual Education Plan or IEP helps to plan out the support programme for the child and also to look at achievements at the end of the designated period. IEP’s should include;

• Clearly defined goals to help the child to make progress
• The frequency and source of help
• A date to review the targets
• Possible resources and techniques

Early Years Action Plus

If the child does not make enough progress in Early Years Action, as a teacher you should then speak to the parents about getting additional support outside of school. Schools that have a learning support department will have guidelines for referring it to the learning support coordinator. The parents are supported in the referral process for an occupational therapist, specialist teacher or a speech therapist. This kind of help is called 'Early Years Action Plus'.

External specialists may start by making an assessment of what is needed. Specialists advise on the IEP and sometimes they teach or help your child directly.

In the U.K. If the child needs a large amount of help or extra resources, the local authority may agree to provide this through Early Years Action Plus or decide to make a statutory assessment. In Bangkok the amount of support provided in schools is at the discretion of the School and the parents are then advised to obtain support from external agencies.

A statutory assessment (often known as an ‘assessment’) brings in a number of specialists to decide what extra help the child needs.

The following are guidelines on the provision of support and information is available on the Department for Education and Skills (DFES) site which is based in the United Kingdom. Other countries also have government departments dedicated to ensuring that education is accessible for all and that standards are monitored. In America the ‘No child left behind Act’ made significant in-roads into the identification and provision for specific learning difficulties.

If, after assessment, a child is identified as having special needs, you should:

• make full use of any information from the child's previous educational experience to provide starting points for the development of an appropriate curriculum;
• identify and focus attention on the child's skills and highlight areas for early action to support the child within the class;
• use curricular and assessment processes to allow the child to show what they know, understand and can do, as well as identifying any learning difficulties;
• ensure that continuous observation and assessment provide regular feedback to teachers and parents about the child's achievements and that these guide planning for the next stage;
• Involve parents in developing and implementing a joint approach at home and in school.

In the U.K. there is a code of practice for special education provision and a brief summary is outlined below.

SEN Code of Practice:

The revised Code of Practice, implemented in January 2002, provides a framework for developing strong partnerships between parents, schools, local education authorities (LEAs) and health and social services. It promotes a consistent approach to meeting children's Special Educational Needs (SEN) and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process whenever possible. The focus is on ensuring that SEN are identified as quickly as possible.

The SEN Code of Practice provides practical advice to LEAs, maintained schools, early education settings (nurseries) and others on carrying out their statutory duties to identify, assess and make provision for children's SEN.

• a child with special needs should have his or her needs met;
• the special needs of children will normally be met in mainstream schools;
• the views of children should be sought and taken into account;
• parents have a vital role to play in supporting their child's education;
• Children with SEN should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum (NC).

Inclusive Practice and Good Practice:

A definition of 'inclusion'  

'One of the greatest challenges facing schools is the provision of appropriate learning opportunities for all pupils. Within schools there are pupils with a range of abilities from different cultures, religions and social backgrounds. Some of these pupils experience barriers to learning as a result of their disability, heritage, gender, special educational need, ethnicity, social group, sexual orientation, race or culture. Research has proved that children from lower socio-economic backgrounds and / or specific ethnic and social groups are more likely to underachieve at school. This may lead to disaffection, low self-esteem, and marginalization by others and, in some cases, formal exclusion from school. Some schools are more successful than others in meeting the needs of pupils from diverse backgrounds.'  

(Transforming Secondary Education, DfES, 2001).  

Schools in providing a balanced curriculum need to look at the needs of the children on campus by following the three basic principles;

• Setting suitable learning challenges;

• Responding to pupils' diverse learning needs;

• Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Setting suitable learning challenges  

This means teaching knowledge, skills and understanding in ways that maintain high expectations, while meeting the abilities and learning needs of the pupils. This might involve choosing knowledge, skills and understanding from earlier, or later, key stages, so that individual pupils achieve as high a standard as possible. Equally, it could entail reference to the objectives in the Frameworks for teaching mathematics and English from an earlier or later year group. Where it is appropriate for pupils to make extensive use of content from an earlier key stage, there might not be time to teach all aspects of the age-related programme of study (PoS).

Responding to pupils' diverse needs  

Every child is entitled to the opportunity to experience success in learning and to achieve as high a standard as possible. For pupils whose attainment falls significantly below the expected levels at a particular study stage (in UK called a key stage or KS) a much greater degree of differentiation will be necessary.

For pupils whose attainments exceed significantly the expected level of attainment in one or more subjects during a particular Key stage (KS), you will need to plan suitably challenging work. As well as drawing on materials from

Differentiation is essential in teaching any class, even if there are no children with SEN or EAL, since the range of the children's attainment could extend across several National Curriculum (NC) levels. It is usually sufficient to plan group or independent work at three different levels.

When planning, you need to provide opportunities for all pupils. Pupils bring different experiences, interests and strengths to the learning environment and these will influence their learning. The NC states that teachers need to take specific action to respond to pupils' diverse needs by:

• creating effective learning environments;

• securing their motivation and concentration;

• providing equality of opportunity through teaching approaches;

• using appropriate assessment approaches;

• Setting targets for learning.

Standards in the U.K. now aim to ensure that children are able to learn effectively to their potential despite a wide range of cultures, backgrounds, language levels and abilities.

THE DIFFERENCE BETWEEN 'ASSESSMENT FOR LEARNING' AND 'ASSESSMENT OF LEARNING'

Assessment for learning is the process of using classroom assessment to improve learning, whereas assessment of learning is the measurement of what children can do.

In assessment for learning:

• teachers share learning targets with children;
• children know and recognize the standards to which they should aim;
• there is feedback that leads children to identify what they should do next in order to improve;
• it is assumed that every child can improve;
• Children review and reflect on their performance and progress with teachers and they develop skills in peer and self-assessment.

If you do not know your school policy or are unsure about the implementation of the policy you should discuss this with your line manager or Head of School. It is important to recognize that children can learn if the school is able to reflect on school systems, management of appropriate support and teaching methods that work for the child.

At ATOC we are more than happy to see Teachers visiting the centre to talk to staff and discuss suitable resources. We welcome healthy debate on current issues within the International community regarding educational support on offer and therapeutic intervention for children with a range of needs.