Department of Learning Support
About Learning Support.................................A brief description of policy.
Background Information..................................For parents and teachers
Department of Learning Support
The School’s Policy
The school’s policy states that “all pupils should receive a curriculum which is appropriate to their needs and abilities”, and that responsibility for achieving this lies with the subject departments, who are entitled to expect support from the Learning Support Department.
The Department of Learning Support
Background Information for parents and staff
(taken from our Handbook To Classroom Teachers)
Covering:
the identification of pupils with learning difficulties
the readability of text material and readability tests
teaching pupils with learning difficulties (general strategies)
pupils with dyslexic problems
pupils with hearing / visual impairments
the pupil with spina bifida
the work of peripatetic support staff
special projects for pupils with learning difficulties
(paired reading / reading workshop / numeracy workshop)
Records of Needs
the role of the Principal Teacher, Learning Support
-calendar 1998-99
programme of Subject Liaison
glossary of terms used in association with learning difficulties
IDENTIFICATION OF LEARNING DIFFICULTIES
Before transfer.
A most valuable source of information on learning difficulties is that supplied by the class teacher, primary or secondary.
The Primary 7 teacher has a special knowledge of each pupil. During the summer term each of our associated primary schools is visited by Guidance and the P.T. Learning Support. We a mixture of formal and informal information, and this gives us an indication of the learning characteristics of the pupils; the child's attitude to learning, his likely pace of learning new areas of the curriculum, areas of special ability, and so on.
The Learning Support Department distributes information on relevant learning characteristics to all departments before the transfer, if possible before the induction days.
Reading Tests.
We establish our own benchmark for the pupils on the basis of a short reading test. On transfer from Primary School, normally within the first two weeks, the whole of S1 is tested. The results are distributed to all departments. This test is a fifteen minute 'clozure' exercise, which requires the pupils to supply missing words from 7 or 8 passages.
The result is a spread of scores which can be translated into 'reading ages' , that is to say, comparison to standardised scores for this test for various age groups.
Care must be exercised in using the results of such a short, albeit standardised, test. Any pupil can have an 'off day'. Certainly it is unlikely that a pupil will perform inappropriately better than normal.
Ongoing Classroom Identification
As class teachers suspect that a pupil is having difficulties with the curriculum, they may contact Learning Support to arrange some confirmation of a specific problem. The following exercise may be useful.
Quick Identification 1
Choose 10 key vocabulary words currently being studied.
CHECK a) can the pupils read them?
b) can they write these words (copy or spell from memory)?
c) do they understand the meaning?
READABILITY
Put simply, ‘Readability’ describes the ease with which a text can be read by a reader. The reader will be influenced by his motivation to read the text in question, his reading competence and his level of language.
Texts may be too difficult for a pupil to read or understand if it is pitched above his levels of reading or language.
The text can be adapted to make reading easier. The following are pointers which may be used to check department texts.
LANGUAGE
The language used should reflect the maturity of the target readers. A readability test will provide you with an objective assessment of the vocabulary and sentence structures used, but not of the conceptual difficulties introduced by subject specific vocabulary, or sophisticated language structures.
The passive voice should be avoided where possible in instructional material.
e.g. Instead of saying,
“Water is added to the mixture,” say “ Add water to the mixture.”
New subject specific vocabulary should be introduced in a systematic way. The school has a database (“Glossary of Subject Specific Terms”) to help.
PRESENTATION
ORGANISING INFORMATION AND QUESTIONS
e.g. avoid "what was the colour and why is this significant?"
INTRODUCING NEW CONCEPTS
METHODS OF ASSESSING READABILITY OF TEXTS
As stated earlier the following methods cannot take account of conceptual difficulties, pupil motivation or presentation, all of which will influence the ease of reading.
1. FOG INDEX OF READABILITY
Select 100 words of text ( or a few samples each of 100 words).
Determine the average sentence length within the sample, and the percentage of hard words (words of more than two syllables) within the sample.
Using this formula, find the index. [(Sentence length + % hard words ) x .4] +5
Where more than one sample has been examined the results should be averaged.
The result indicates the reading age of the sample.
e.g. taking the first two paragraphs of this page,
7 sentences; 96 words, sentence length = 13.5
No of 'hard words' = 15
Fog Index = [(13.5 +15) x.4] +5 = 16.4
i.e. they require the reading ability of the average 16/17 year old.
2. THE 'FLESCH' INDEX . (Reading Ease Formula)
For samples of 100 words, determine the number of syllables per 100 words (wl).
Determine the average number of words per sentence (sl).
Apply the formula, Reading Ease= 206.835 - .846 wl - 1.015 sl
Reading Ease represents the grade level wish is required to read the passage.
3. USE OF COMPUTER PROGRAMS .
Both the FOG INDEX and the FLESCH INDEX can be determined automatically by an Apple Mac program called 'Thunder 7', which is available in Learning Support. It is therefore possible to scan samples of text into the Claris word processor and obtain an immediate readability level.
The Learning Support Department also has a PC Computer Program which will give an instant readout of the ‘readability level’ of a piece of text which has been typed or scanned into the computer. This facility is available to any department.
The word processor ‘Microsoft WORD 97’ has a similar facility built into it. The program can be set to assess ’readability’, by applying a formula, when the user asks for other details of the text such as word count.
TEACHING PUPILS WITH LEARNING DIFFICULTIES - General Strategies
Strategies which are suggested for pupils with learning difficulties inevitably add to the work of the class teacher. Some strategies can be employed for the benefit of all pupils. It must be accepted that all attempted strategies have to be realistic in terms of the work of the whole class.
As a general principle, pupils should not be receiving a curriculum which is inappropriate to their abilities. Some form of Differentiation should be employed, whether differentiation by curricular demands / expectations / presentation or whatever.
Use an ongoing identification procedure to check for pupils who may be having difficulties. See "Identification of Learning Difficulties"
Where a child's reading ability is inadequate to the texts used, the class teacher should attempt to find alternative media for the content of these texts.
e.g. the teacher reads the material either to the child separately or to the
whole class,
tape recording of certain texts may be appropriate for individual use.
Where a child's writing (or copying) ability is inadequate to the tasks asked of them the teacher should attempt an alternative method.
Pupils should be encouraged to make their presentation as good as possible. If the teacher finds difficulty reading a pupil's handwriting it is generally the case that the pupil will make little of the work either.
Where a child has difficulty maintaining attention , tasks should be kept short. The class teacher should present the pupil with short manageable targets.
When introducing new vocabulary take care that you do not make assumptions about prior knowledge.
The Glossary of Subject Vocabulary which has been distributed to all departments may be useful in providing pupil prompts.
The Glossary consists of a ClarisWorks database file of terms and definitions. By using the different layouts provided, the class teacher may print the information as a list of selected words and definitions for pupil use, as A4 sheets of individual terms and definitions for wall display, or as 'playing cards' for word games.
PUPILS WITH DYSLEXIC DIFFICULTIES
Extract from "Dyslexia", John Travers, (1986)
WHAT DOES IT MEAN?
..originally applied to a condition resulting from brain damage to adults.. there is doubt whether dyslexia is a discrete syndrome .. since no overall pattern of the (associated) symptoms appears to be characteristic of the disorder.
It may be better to look at the problem in the context of a continuum of specific learning difficulties, the more severe forms of which are displayed in those children often termed 'dyslexic'. The difficulty with the written word (and other language impairments ) involves visual and/or aural perception and memory. Children affected can be helped to overcome the problem but difficulties, particularly with written language, continue throughout life.
Observable features indicative of Specific Learning Difficulties (Adapted )
NB - These symptoms, particularly in isolation, do not constitute 'Dyslexia'
It is the existence of many of the features, in the absence of medical or other
possible causes, which indicates the possibility of the condition.
School Strategies
PUPILS WITH HEARING IMPAIRMENTS
The following notes are based on the leaflet, "Notes to help Hearing Impaired children in their class", produced by the Garvel Deaf Unit, Greenock.
Be aware of the child's seated position in the class in relation to a speaker. When other pupils are speaking the child should be encouraged to turn around to see the face and lips of the speaker.
Avoid shouting or using exaggerated lip movements. Speak slowly and normally.
It is most unlikely that partially deaf pupils "can hear what suits them." The child may be able to hear a lot, but where the hearing loss is associated with certain frequency levels, understanding may be difficult.
e.g. High frequency loss may result in many consonants being affected,
such as s, th, f, sh, ch,t, k etc.
Pupils with a hearing loss, because of the extra effort required to listen and understand, will tire more easily than other children. Try to help by using move visual cues.
Hearing impairment affects language development. Consequently reading and/or writing levels may be retarded. Check whether the pupil has understood what has been said, by the use of open questions. Conversation or speech will have some gaps for the hearing impaired child. Dictated notes will be particularly difficult to follow accurately.
Where a hearing aid has been provided (check the confidential list on pupils) insist on its use. You may help check that the unit is working by removing the aid and turning the volume up. It should then whistle. Normally only allow removal of the aid for active games. In noisy conditions, the aid should be turned down rather than removed.
PUPILS WITH VISUAL IMPAIRMENTS
A confidential list of information on pupils is issued to all departments by the Guidance department. This includes the names of those who should be wearing glasses. Unless new arrangements have been made, insist on their use. Where a pupil appears to have a sight problem but is not mentioned on the confidential list, notify guidance that an eyesight test may be appropriate.
In the case of a pupil with severe visual impairment -
Information on specific pupils is available from Guidance or Learning Support.
THE PUPIL WITH SPINA BIFIDA
The following is based on the leaflet , "The School Child With Spina Bifida".
What is Spina Bifida?
Spina Bifida means that some of the bones in the spine have failed to fuse normally. This in turn causes damage to the nerves controlling the lower body.
The level of intelligence is not affected by spina bifida alone but may be affected by the associated condition of hydrocephalus. There can be occasional problems with a valve fitted shortly after birth.
Signs that may indicate a blockage in the valve are:
drowsiness, lethargy, severe headache, double vision, vomiting .
Teachers who suspect a problem of this type should contact Guidance staff, who will in turn contact the parents immediately.
Signs of a urinary infection:
high temperature , thirst
Care should be taken due to the reduced sensation in the lower limbs. The pupil may not be aware of knocks, burns or in some cases even of a fracture.
Classrooms management should take account of the need for extra room for movement. Materials should be stored at lower levels if necessary.
Frequent hospitalisation will inevitably mean gaps in learning. Departments may be asked to provide work for pupils who will be absent for periods of time.
Lack of mobility can mean that the child has had less opportunity to handle objects and materials. Teachers should allow extra access to these experiences where possible.
Learning disabilities may be evident :
Language can be fluent but mask poor comprehension.
Auditory skills are normal, but some children can be hypersensitive to loud noises.
Visual perception can often be faulty. Pupils may have difficulty interpreting maps, diagrams, technical drawings etc.
Distractibility affects concentration.
Pupils often have difficulty organising concrete materials.
They can have problems scanning both horizontally and vertically.
They tend to lose the place easily and have difficulty re-finding it.
Comprehension can be well below the 'sight reading' ability.
Strategies to help
Break the work into smaller steps
Include plenty of revision and consolidation at each step.
Allow the use of concrete materials for as long as necessary.
To cope with fatigue, try to interspace lighter tasks with more demanding ones.
Reduce the demand for written work.
Allow time for the child to get organised. Provide clear instructions.
THE WORK OF PERIPATETIC SUPPORT STAFF
Network Support Teacher - Mrs Anne Marie McPhail
Mrs McPhail's remit involves working with pupils who have Moderate Learning Difficulties (MLD) and pupils with Emotional and Behavioural Difficulties (EBD); her remit also includes pupils with Specific Learning Difficulties (SpLD).
Her remit with EBD pupils is to work with a pupils, specified at the weekly Joint Assessment Team meetings, to modify behaviour which is giving cause for concern. Her methods include counselling and behaviour modification techniques. Much of her contact with pupils may be within the normal class, where she will operate as a coop teacher, helping the class generally.
Mrs McPhail's work with SpLD pupils is largely in the teaching of a course for Dyslexic pupils, on a one-to-one basis.
Mrs McPhail's time is divided between Notre Dame and St Michael's Primary, Port Glasgow. At present the arrangement is
Monday (am): St Michael's.................Monday (pm): Network Base
Tuesday (am): Notre Dame...............Tuesday (pm): Notre Dame
Wednesday (am): St Michael's.........Wednesday (pm): St Michael's
Thursday (am): Notre Dame..............Thursday (am): Notre Dame
Friday (am): Notre Dame.....................Friday (pm): Network Base
Arrangements with departments obviously have to be flexible; they will be subject to change as the session progresses and other needs and strategies are identified.
From time to time, Mrs McPhail will also attend case conferences etc, and this may result in her having to postpone classroom appointments at relatively short notice.
Special Needs Auxiliary - Mrs McKay
Mrs McKay's remit is to assist with the problem's arising from the poor mobility and dexterity suffered by specific, identified pupils. Normally, Mrs McKay will assist the pupils to move from one location to the next, collecting them a few minutes before the end of the period. In certain practical classes she will remain and assist by carrying awkward materials and encouraging the pupils to remain on-task.
Mrs McKay also gives support to other pupils with Records of Needs in various practical classes.
SPECIAL PROJECTS FOR PUPILS WITH LEARNING DIFFICULTIES
S6 PAIRED READING PROJECT
Senior pupils have been matched with a number of S1 / S2 pupils who have difficulty with some aspect of reading in this project. The tutor reads with her pupil partner using agreed material. They may work on any of several levels, either one reading to the other, both reading together or reading in turns. Paired reading, at its most structured involves a set of agreed signals between pupil and tutor to allow the pupil to show that he wishes to read alone. The readings are kept short and only a little can actually be covered during the course of each session. The main aim of the school project is to give an incentive to the pupil to read at home, and build a reading habit.
READING WORKSHOP / HOME READING SCHEME
These aim to provide assistance to S1/2 pupils who require additional practice to achieve fluency and understanding in Reading (Comprehension). The pupils are identified following consultation with PT Learning Support and English Department.
Reading Workshop
Under Mrs McNicol, the workshop meets for 1 period per week for 10 weeks to provide an opportunity for reading practice within school. During the first part of the workshop, pupils have an opportunity to practise reading with help from one of a group of volunteer members of staff. In the second part, pupils are involved in activities designed to improve their recognition and understanding of words.
Home Reading Scheme
Running in conjunction with the Reading Workshop, the aim of the Home Reading Scheme is to encourage the practice of reading at home by involving parents and children, working together on regular reading at home. The involvement of parents is crucial. Consequently, parents of pupils involved in the scheme are invited to the school to view the materials, meet staff involved and discuss the support which they are asked to provide. The use of a Home Reader Record Sheet encourages pupils to practise regularly and provides an opportunity for parents to comment on their child's reading.
NUMERACY WORKSHOP
Organised by Miss Morrison, the aim here is to reinforce basic numeracy skills with a group of pupils from S1 or S2, who are experiencing severe difficulties in this area.
The workshop meets for 1 period per week for 8 weeks. The time is divided between skills presented on worksheets, and mathematical games.
SOCIAL SKILLS GROUP
A series of sessions for pupils whose interpersonal skills are poor. Topics covered include problem solving, self esteem and relationships.
RECORDS OF NEEDS
The following points are taken from "A Review of Recording Pupils With Special Educational Needs", 1992. The document is available from the Department of Learning Support.
When a child's difficulties are identified as being "pronounced and/or complex, and likely to require continuing review, a "Record of Needs" should be opened... Children experiencing emotional and behavioural difficulties, and more able children, require particular consideration when a Record is being opened. Consultation with parents is a key part of the recording process.
The special educational needs likely to be identified will probably arise from
moderate learning difficulties
specific learning difficulties
specific language impairment
less severe forms of physical or sensory impairment.
A Record Of Needs, on its own, is not a sufficient basis on which to plan educational programmes for a child. An individual education programme should be drawn up for each recorded child.
We need to consider how we use a Record of Needs in planning the transfer of children between establishments. Parental wishes should be met in the choice of school as far as possible, taking account of issues such as health and safety. The pupil's progress through the various levels should be carefully monitored. The school's learning support coordinator will note
A confidential file should have relevant information regarding health and personal circumstances, and this should be made available to staff who have rightful access. All teachers should be fully aware of:
A Future Needs Assessment (FNA) will be held and a future needs report prepared at least six months before the young person is eligible to leave school.
The policy paper "Every Child is Special " addressed special educational needs in the broadest sense, including the needs of children who are more able, and underlines the right of all children to appropriate educational provision.
INDIVIDUAL EDUCATION PROGRAMMES (IEPs)
The term "Individual Education Programme" is one which is borrowed from the Special School sector, though, as it applies in mainstream secondary schools, the concept is clearly different.
In special schools, an IEP may be seen as an approach to developing each pupil from a fairly limited base level of attainment through a logical sequence of progression. A learning outcome is declared at a certain date; the teaching approach to achieve this is briefly described and a review of the attainment is noted. The target attainment will often be specific to one aspect of the pupil's development, e.g. "John will sequence, orally, the days of the week", or "John will read the months of the year from a card".
The idea of charting the progress of a pupil with special needs in mainstream has obvious appeal to learning support teachers, though given the very different base level of attainment and the nature of the mainstream curriculum it would usually be inappropriate to attempt to define a sequence of attainment steps. What has been suggested for mainstream schools is that we should be aware of a pupil's needs as set out in a Record of Needs, and how far we are working to meet those needs in the school's curriculum, or if necessary, by other means.
In Notre Dame what we have developed is a means whereby we summarise the needs of a pupil, as set out in a Record of Needs, and allow departments to comment on their response to these declared needs, in a concise form. The departmental responses are staged over the session in order to give us continuing snapshots of the pupil's general progress and, over the year, a complete picture of the curriculum and other measures which are in place to meets the child's needs. This package of information then constitutes the child's Individual Education Programme.
THE ROLE OF THE PRINCIPAL TEACHER, LEARNING SUPPORT
As Principal Teacher (Learning Support) my aims are that:
Specific Objectives :
Roles of the Principal Teacher (Learning Support)
Both the HMI Progress Report (1978) and the Regional Director's Paper (1988) promoted "4 Roles" for the learning support specialist.
The school has agreed that the following areas are consistent with those roles and with the responsibilities of the Principal Teacher (Learning Support)
DEPARTMENT OF LEARNING SUPPORT - CALENDAR 1998-99
The following calendar of events shows the diary of specific tasks which require to be carried out at pre-planned points in the session:
Term 1a
Week
Commencing:
17/8/98 Confirm arrangements of year plan and timetables with AHT
Confirm arrangements for Rolling Programme to PTs
Discuss first Rolling Programme (Block1) with relevant dept PTs:English / Maths
Remind PTs of the next Rolling Programme (2) Guid/Bus Stud;
Complete Forward Plan
24/8/98 Conduct Reading Test of S1
Publish Brief of Learning Profile of ALL pupils with LD - to Depts.
Remind all staff of which pupils have a RON - Refer them to Dept LD Log.
Inform departments of the results of the S1 Reading Test
31/8/98 Write to parents of S1 ‘pupils with learning difficulties’. Explain nature of support.
Alert PTs about the need for special strategies, to correspond to Special
Arrangements.
Early warning to depts - general types of exam arrangements available.
Survey all depts for nominations for exam arrangements.
Paired Reading Scheme - Speak to S6 - Request timetables from volunteers.
- Survey rooms available for Paired Reading - contact PTs to confirm rooms.
7/9/98 IEPs - Request info from next depts - SCI / ART (due w/c 21/9)
Rolling Programme - Confirm arrangements for Block 2, next week:Guid/RE
Notify relevant agencies about Reviews/ Future Needs Meetings throughout the year.
Survey all depts for first impressions of S1
Paired Reading - Construct timetable of sessions - to begin w/c 22/9/96
- Inform Teachers/PTs of S1 pupils involved.
14/9/98 Remind PTs of the next Rolling Programme (3) Geog/ModLang;
Complete Forward Plan
Request Evaluation Form re Rolling Programme (1) just completed
Special Arrangements - Confirm with PTs, all likely candidates
Exam Arrangements - Inform Parents & Pupils of likely arrangements requested.
Paired Reading - Write to parents of S1 pupils - Obtain permission.
21/9/98 Using the Dept. Survey, establish priority list of S1 pupils - inform depts.
28/9/98 Compile info from recent dept IEP returns - Inform parents.
5/10/98 IEPs - Request info from next depts - MOD LANG / H-ECON (due w/c 26/10)
Confirm arrangements for Rolling Programme (3) (Geog/ModLang) after break.
_____________________________________________________________
Term 1b
Week
Commencing:
19/10/98 EX1 forms - check requirements with DHT
Remind PTs of the next Rolling Programme (4) Tech / RE - Complete Forward Plan
Request Evaluation Form re Rolling Programme (2) just completed
26/10/98 EX1 forms - In consultation with SMT, PTs, class teachers and Psychologist, establish
what arrangements are to be sought from the SEB. Investigate need for practice.
2/11/98 Compile info from recent dept IEP returns - Inform parents.
Request info for four S4 Review Meetings (w/c 23/11) from depts.
9/11/98 IEPs - Request info from next depts - ENG / MATHS (due w/c 23/11)
Confirm arrangements for new Rolling Programme (4) next week.
Request info for one S4 Review Meeting (w/c 30/11) from depts.
16/11/98 Remind PTs of the next Rolling Programme (5) History / Music -
Complete Forward Plan
Request Evaluation Form re Rolling Programme (3) just completed
Confirm Special Arrangements requested to PTs, for prelims(starting 1/12)
Arrange special travel arrangements for RON pupils during prelims.
23/11/98 Request info for S4 Review Meetings (w/c 15/12) from depts.
Begin arrangements to administer test for Dyslexic problems
Review Meetings for two pupils (S4)
Review Meetings for two pupils (S4)
30/11/98 Continue to administer test for Dyslexic problems
Review Meetings for one pupil (S4)
Compile info from recent dept IEP returns - Inform parents.
7/12/98 Request info for two S2 Review Meetings (w/c 11/1) from Depts
14/12/98 Inform depts of results of Test for Dyslexic problems.
21/12/98
__________________________________________________________
Term 2
Week
Commencing:
4/1/99 IEPs - Request info from next depts - RE / BUS STUD / MUSIC (due w/c 18/1)
Confirm arrangements for new Rolling Programme (5), next week.
11/1/99 Request info for two S2 Review Meetings (w/c 1/2) from Depts
Remind PTs of the next Rolling Programme (6) Sci /SVS; Complete Forward Plan
Request Evaluation Form re Rolling Programme (4) just completed
Review Meetings for two S2 pupils,
18/1/99
25/1/99 Primary Liaison - Request early contact to check background / case-histories of P5-7.
With confirmation of Special Arrangements, establish appropriate practice sessions.
Compile info from recent dept IEP returns - Inform parents.
1/2/99 IEPs - Request info from next depts -GEOG / TECH (due w/c 8/2)
Review Meetings for two S2 pupils,.
Confirm arrangements for new Rolling Programme (6) next week.
8/2/99 Remind PTs of the next Rolling Programme (7) Computing / Art; Complete Forward
Plan Request Evaluation Form re Rolling Programme (5) just completed
Request info for three S3 Future Needs Meetings (w/c 1/3) from Depts.
15/2/99
22/2/99 Compile info from recent dept IEP returns - Inform parents.
1/3/99 Future Needs Meeting - threeS3 pupils,
IEPs - Request info from next depts - HIST / SVS (due w/c 15/3)
Primary Liaison - Discuss arrangements with AHT
8/3/99 Confirm arrangements for new Rolling Programme (7) next week.
15/3/99 Remind PTs of the next Rolling Programme (8) H-Econ/PE; Complete Forward Plan
Request Evaluation Form re Rolling Programme (6) just completed
Request info for three S1 Review Meetings (w/c 26/4) from Depts.
22/3/99 Compile info from recent dept IEP returns - Inform parents.
29/3/99
______________________________________________________________
Term 3
Week
Commencing:
19/4/99 Confirm arrangements for new Rolling Programme (8), next week.
IEPs - Request info from next depts - ENG / MATHS (due w/c 26/4)
Confirm Special Arrangements agreed to PTs, for Exams (starting 1/5)
Arrange special travel arrangements for RON pupils during exams.
26/4/99 Review Meetings for three S1 pupils,
Request Evaluation Form re Rolling Programme (7) just completed
3/5/99 Compile info from recent dept IEP returns - Inform parents.
10/5/99 IEPs - Request info from next depts - PE / COMPUTING (due w/c 24/5)
17/5/99
24/5/99 Request Evaluation Form re Rolling Programme (8) just completed
31/5/99 Liaise with Guidance for primary visits (15th June ->)
Compile info from recent dept IEP returns - Inform parents.
7/6/99
14/6/99
21/6/99 Remind PTs of the next Rolling Programme (Aug’98) - Complete Forward Plan
Discuss arrangements of year plan (98-99) with AHT
28/6/99
SUBJECT LIAISON
For a number of years our principal method of liaison between Learning Support and subject departments has been a ‘Rolling Programme’ of liaison.
The main objectives of the "Rolling Programme" were stated as, assisting departments to identify the barriers to learning, generally or associated with individual pupils, and to advise accordingly.
The rolling nature of the programme resulted in the PT Learning Support being attached to two or three different departments at any one time, for around half a term. The programme is agreed between Learning Support and the department in question, but is normally centred around an aspect of the School Development Plan.
Typically such programmes would be centred around:
It was always envisaged that some clearly definable purpose would be agreed before a programme began.
BIDDING SYSTEM
We are now at the beginning of a new (for us) system of liaison, whereby departments will be asked to bid for time with Learning Support personnel to assist with specified tasks or projects. The objectives and scope of the liaison will be similar to that of the Rolling Programme. Not all departments will be expected to be included in any one year’s liaison but the time offered may be longer, perhaps lasting the full session.
GLOSSARY OF LEARNING DIFFICULTIES TERMS
The following terms are to found in documents relating to learning difficulties. The glossary may assist clarification.
LEARNING DIFFICULTIES
For the purpose of categorising levels of difficulty, and of provision - not for for categorising children - the following hierarchy of terms is used.
Mild Learning Difficulties - Typically, a tendency to learn slowly, perhaps due to a need for greater attention to detail before satisfactory comprehension is achieved, or due to specific learning difficulties in particular conceptual areas.
Moderate Learning Difficulties - Below the average range ability (IQ: 60-70). Skills acquisition, comprehension, and retention are impaired due to this low intelligence.
Severe Learning Difficulties - Covers severe intellectual impairment (IQ: 50-60) Congenital abnormalities such as Down's Syndrome, spina bifida, limb deformities, and severe intellectual and sensory impairment might be included in this category. The children who experience this level of difficulty would probably attend an appropriate daytime educational establishment.
Profound Learning Difficulties - This description would be applied to those difficulties which are so severe or complex as to require the provision of full time care, as well as other conditions considered more severe than those above, but which can be catered for in day care establishments.
INTEGRATING INFORMATION
Through various sensory activities we make sense of information, and can show this by our ability to reproduce the knowledge gained in another form. A child who is described as having difficulty integrating information from vision, movement or hearing is less capable than others of coordinating information received through these different media and forming one coordinated message.
GROSS MOTOR SKILLS - This term relates to large movement: walking, running, throwing, catching etc. Reported problems in this area may have to do with balance or coordination. The child may appear extremely clumsy.
FINE MOTOR SKILLS
Reported problems in this area are likely to relate to fine dexterity of hand or finger movements. The child exhibit poor grasp of pencil, pen brush or other fine implements. Left / right dominance may not be fully established. This could lead to problems where fine manipulation is required.
ORIENTATION
This refers to an appreciation of the position of objects in space. Reported problems in this area may suggest that the child is unsure of a "correct" orientation of an object or symbol.
SPATIAL AWARENESS
The process of perceiving objects in relation to each other in space. Reported problems in this area may suggest difficulty in interpreting or reproducing by drawing, maps sketches and diagrams.
HIGHLY STRUCTURED TEACHING
When this is recommended, what is being suggested is that lessons should place less than usual reliance on the pupil's general experience or assumed knowledge as a means of developing new strands. Lessons should rather be as self contained as possible, with instructions for each task being given explicitly.
MULTI-SENSORY TEACHING
Where children have difficulty integrating information via a specific channel or sense, as in the case of a child with reading difficulties, or with specific visual or perceptual difficulty, it will be recommended that teaching does not narrow itself to only one information channel.
Where possible, and appropriate, a variety of senses should be involved in the learning process at any one stage, e.g. The presentation of information could involve reading material, plus oral presentation, plus use of concrete material. The pupil's response should likewise involve a variety of methods.
SIGHT READING
The ability to decode letter strings as words is a basic level of reading ability. This need not have any relationship to understanding what is being read. There is no absolute certainty that children learn to recognise words by synthesising sound bits (phonics), nor that recognition is of a whole word shape or 'gestalt'. As in most establishments we hedge our bets by using a mixture of remedial teaching methods.
READING COMPREHENSION
This describes the concept of understanding the text read.
At whatever the level of sight reading material the pupil is working, there should be an ability to gain meaning from the text. The level of comprehension however may bear little comparison to the level of sight reading exhibited.
GENERAL LEARNING DIFFICULTIES
Difficulties which cannot be attributed to a specific conceptual problem. The pupil so described may have a general low intelligence, poor motivation, or tend to require more time and more effort than 'normal' to learn.
SPECIFIC DIFFICULTIES or DYSLEXIA
A pupil with a specific learning difficulty may have average or above average intelligence, but may have problems with a clearly identifiable area of perception, e.g. a problem with spelling which is out of step with the child's ability to write creatively. The child with general learning difficulties may also exhibit specific learning difficulties, but precise diagnosis will be more difficult.
READING AGE
References to Reading Age attempt to describe a person's ability to read in comparison to a national norm. After testing, the child said to have a reading age of 12 years has demonstrated an ability to read which is comparable to the ability of the nationally average 12 year old child.
Care should be taken however in ascertaining what type of reading ability has been measured. Different tests can measure on the basis of sight reading, reading for comprehension, or rate of reading.
Most tests will not attempt to distinguish reading ability beyond "14-15 years". The screening test used at transfer into S1 in this school uses cloze procedure to test reading comprehension. It is most accurate at those results around 10 years (requiring 50% correct responses), and although some pupils score up to the maximum possible result, the test will not claim any accuracy beyond 12 years.
FUNCTIONAL LITERACY
Support specialists think of Functional Literacy as that level language ability which allows the learner to operate with reasonable independence. It may be regarded, in terms of reading ability, as that degree of ability whereby reading becomes a natural reaction to seeing print.
References
The following texts have been used in the preparation of this paper and are available from the Learning Support Department.
1) "Classroom Responses to Learning Difficulties", Raban & Postlethwaite.
2) "Reading Problems, Identification and Treatment", Edwards.
3) "Readability", Gilliland.
4) "Glossary of Subject Terms" - Apple Mac disc
5) "Dyslexia", Travers
6) "Notes to help hearing impaired children in their class", Garvel Deaf Unit
7) "The school Child With Spina Bifida", Renfrew Division Support Unit
8) "A Review of Recording Pupils With Special Educational Needs", S.R.C.
9) "Every Child Is Special", Strathclyde Regional Council.
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