In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015
1. From “I can’t!” to “I can!!!!”
Multisensory ELT for Inclusive
Classrooms.
1st Young Learners’ Conference1st Young Learners’ Conference
British Council, ChileBritish Council, Chile
October 2015October 2015
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/
2. Questions for todayQuestions for today
What is SEN?
What do you believe about SEN?
What is Inclusion?
What do you feel about Inclusion?
What are SpLDs?
What do you really know about SpLDs?
What are multisensory activities?
Do you feel confident to do them?
How do we do them?
4. Think timeThink time
Special or Specific
Educational Needs
Identify SENs
Which ones do you encounter in your classes?
Think, Pair, ShareThink, Pair, Share
8. Range of Specific NeedsRange of Specific Needs
dyslexia
DOD
AHDD
a physical challenge
deafness
school phobia
a disease (sometimes
terminal)
cerebral palsy
Down syndrome
Asperger’s
autism
poverty
problems of conduct
disruptive behaviour
inadequate adaptation
to formal educational
settings
immigrants
9. What do you know?What do you know?
Listen and MatchListen and Match
14. DyslexiaDyslexia
variable and often familial
problems acquiring and
processing own language
lack of proficiency in
reading, spelling, writing
may affect spoken
language
lack of phonological
awareness
lack of letter/sound
correspondence
use graphic stories
use pictures
use flash cards
use mime and actions
stress letter/sound
correspondence
stress oral work over
writing
lessen the stress
achieve more moments of
success / Eureka!
15.
16. ADD and ADHDADD and ADHD
(Attention Deficit Hyperactivity Disorder)(Attention Deficit Hyperactivity Disorder)
tiredness, lack of energy
short attention span
poor concentration
focussing or completing
tasks or being organised
problems in listening
attentively
behave in an impulsive
and hyperactive manner
not able to sit still or
quietly
use pre-arranged warning
signals
establish eye contact
put up the menu
discuss probs in private
instructions one by one
change assessment
use energisers
change activities often
minimise distractions
17.
18. SEBDsSEBDs
(Social, Emotional and Behavioural Difficulties)(Social, Emotional and Behavioural Difficulties)
social relationships
emotional problems
behaviour disorders
diverse and complex
present great
challenges- frustration,
helplessness and
despair
must trust and bond
with the teacher
enter into the
community spirit of
the classroom
games-comp, coll
action and mime
body language
private conversations
19.
20. Asperger’sAsperger’s
social situations
making eye contact
hard to make friends
often hypersensitive to
noise and crowds
focus strongly on certain
interests > expert on..
normal or above average
intelligence
thrives on clear
expectations and routine
write class schedule and
time frames on board
use visuals, charts,
colour coding, graphics
use comic strips/social
stories, role play
prepare for any changes
find special gifts
designate areas
use ICT for writing
use the magic circle
25. General HintsGeneral Hints
Celebrate diversity/variety/difference
Cater for all learning styles/individual needs
Ask two footed Qs/relate learning to experience
Use a menu for today showing the BIG picture
Develop a leadership style based on respect and
trust
Go for positive group dynamics
Make expected behaviours and attitudes clear
Check in chunks
30. Disability is part of the human
condition. Almost everyone will be
temporarilyy or permanently
impaired at some point in life.
World Health Organisation 2011
34. 93 million children, up to the age of93 million children, up to the age of
14, live with a moderate or severe14, live with a moderate or severe
disability.disability.
The state of the World´s Children – UNICEF 2013The state of the World´s Children – UNICEF 2013
35. ““Children with disabilities areChildren with disabilities are
among the world’s mostamong the world’s most
marginalized and excludedmarginalized and excluded
children.”children.”
World Health Organization – World Bank 2011World Health Organization – World Bank 2011
36.
37. ““Education should be inclusive at allEducation should be inclusive at all
levels and it should ensure equallevels and it should ensure equal
access to the same general educationaccess to the same general education
offered to all.”offered to all.”
Convention on the Rights of Persons with Disabilities – 2006Convention on the Rights of Persons with Disabilities – 2006
Schools and classroomsSchools and classrooms
for All, with All at All timesfor All, with All at All times
41. Exploding Myths!Exploding Myths!
People with learning difficulties cannot learn
languages
SEN students should be segregated in
Special Schools with specialist teachers
Including SEN students in mainstream
classes brings down the standards of
everybody
I need to be a SEN specialist to teach
English to SEN students
42. To increase the presence,
participation and achievement of
all learners
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48. Thank you!!!Thank you!!!
British CouncilBritish Council
Susan HillyardSusan Hillyard
ssnhillyard@gmail.comssnhillyard@gmail.com
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/