removing barriers: speech, language and communication...

Materials for newly qualified teachers

Removing barriers: speech, language and communication needs

Special educational needs and/or disabilitiesTraining toolkit

Taught session 6

2Taught session 6Removing barriers: speech, language and communication needsMaterials for newly qualified teachers

Core standards addressed

C10 Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.

C19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

C29 Teach challenging, well-organised lessons and sequences of lessons across the age and ability range they teach in which they:

(a) use an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs and take practical account of diversity and promote equality and inclusion

(b) build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress

(c) develop concepts and processes which enable learners to apply new knowledge, understanding and skills

(d) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively

(e) manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners.

3

Taught session 6

Removing barriers: speech, language and communication needs

Learning outcome

Participants will understand the range of approaches that can be used to remove barriers to learning and participation for pupils with speech, language and communication needs (SLCN).

Core standards addressed:

C10, C19, C29

1 hr15 mins

Approximate timing: 1 hour 15 minutes

Taught session 6Removing barriers: speech, language and communication needsMaterials for newly qualified teachers

4

Required resources

Slide presentation Taught session 6

Handout 1 Modes of communication

Handout 2 Communication approaches

Handout 3 Good communication in the classroom

Handout 4 Questions on the film clips

Handout 5 Points for action

Handout 6 Self-study tasks

Film clips ‘Shelton Infant School: Jake’ (ESV.03) (primary) 1:57 minutes

‘St Clement’s C of E Primary School: Alistair’ (ESV.07) (primary) 1:22 minutes

‘Brigshaw High School: Catherine’ (ESV.13) (secondary) 19 seconds

‘Implementing the Disability Discrimination Act in Schools and Early Years Settings’, DfES, 2006: disc one.

To view these film clips, select ‘Essential viewing’ from the main menu. The film clips are a part of a sequence of clips, so you need to skip through until you reach the relevant ones.

Film clip ‘ Gorsefield Primary School: Matthew, John’ (PTL.03) (primary) 1:45 minutes

‘Implementing the Disability Discrimination Act in Schools and Early Years Settings’, DfES, 2006: disc two.

To view the film clip, select ‘Primary education’ from the main menu, then select the ‘Primary teaching and learning’ section. The film clip is part of a sequence of clips, so you need to skip through until you reach it.

Film clips ‘Bishopsgarth School’ (SCP.05) (secondary) 1:37 minutes

‘Filsham Valley School’ (SCP.07) (secondary) 1:24 minutes

‘Implementing the Disability Discrimination Act in Schools and Early Years Settings’, DfES, 2006: disc three.

To view these film clips, select ‘Secondary education’ from the main menu, then select the ‘Secondary curriculum and planning’ section. The film clips are a part of a sequence of clips, so you need to skip through until you reach the relevant ones.

Slide


5

Activities Timings

Activity 1 Communication, teaching and learning 10 minutes

Activity 2 Planned communication 30 minutes

Activity 3 Access and communication needs 25 minutes

Activity 4 Review and reflection 10 minutes


Prior learning

Everyone attending this session should have completed the following pre-session tasks beforehand. Give the following instructions to all participants in good time before the session.

Task 1 Identify two pupils with speech, language or communication needs, and bring information about these pupils along to the session. The pupils’ names should be removed to ensure they cannot be identified during the workshop activities.

Task 2Ask a colleague to observe you teaching a group and give you feedback about:

the types of questions you asked "

how you gave instructions (focusing on the use of emphasis and the clarity of your "instructions)

how much time you gave for pupils to respond before answering or moving on to another "pupil, and

the extent to which you used visual or other prompts in your questions and explanations. "

Bring this feedback to the session.

Task 3To support work on this unit you can refer to the following books:

Sue Briggs, 2004, Inclusion and How to Do It: Meeting SEN in secondary classrooms, "David Fulton Publishers

Peter Westwood, 2004, Learning and Learning Difficulties: Approaches to teaching and "assessment, David Fulton Publishers


Introduction

Show slide 1 to introduce the session.

Special educationalneeds and/or disabilitiesTraining toolkit

Session 6

Materials for newly qualified teachers

Removing barriers:speech, language andcommunication needs

2Slide

Show slide 2 and introduce participants to the learning outcome for the session as a whole.

1Slide

Session 6Removing barriers: speech, language and communication needsMaterials for newly qualified teachers

2

Learning outcome

You will understand the range of approaches youcan use to remove barriers to participation andlearning for pupils with SLCN


Activity 1

Communication, teaching and learning

Learning outcomes

Participants will understand:

how alternative approaches to communication can benefit pupils with SLCN, and "

the role of multi-sensory approaches in inclusive teaching and learning. "

Approximate timing: 10 minutes

Required resources


Task

Show slide 3 and talk participants through the learning outcomes for this activity.


3

Learning outcomes

You will understand:− how alternative approaches to communication

can benefit pupils with SLCN− the role of multi-sensory approaches in inclusive teaching

and learning

Activity 13

Slide

10 mins

Explain that this session looks at removing barriers to participation and learning for pupils with speech, language and communication needs (SLCN).

Tell participants that this means using a multi-sensory approach that:

goes beyond reading, writing and teacher-led talking, and "

includes movement and visual strategies. "

Explain that this will involve using a range of equipment and resources, including information and communication technology (ICT) based approaches − and that using visual and concrete materials, in particular, will enhance the learning of pupils with SLCN.


Give out Handout 1. Tell participants to work in pairs and to complete the handout quickly. If necessary, use slide 4 to explain the terms, ‘eye-pointing’ and ‘objects of reference’.


4

Alternative communication

− Object of reference: a characteristic object chosen torepresent something more complex − eg an armband couldbe used to represent swimming

− Eye-pointing: directing your gaze to your choice from anumber of possibilities − eg to choose one activity from arange of pictures

4Slide

When participants have finished, explain that the main point of the exercise was to help them move away from thinking of communication solely in terms of what is written and said by adults and pupils, and to get them to consider other modes of communication.

Lead a brief discussion about:

what controls there are over the modes of communication that occur in the classroom, and "

who has the responsibility for making them as wide-ranging and flexible as possible. "

Bring out the following points:

The class or subject teacher has most control over and responsibility for communication in the "classroom.

Some forms of communication will be appropriate for some pupils but not others. "

Some pupils’ communication difficulties may be seasonal. For instance, in winter, when ears "and noses may be blocked because of colds and ‘glue ear’ is common, some pupils will be able to hear instructions or their fellow pupils’ answers better than others. And during the hay fever season, medication for hay fever may make some pupils’ eyes sensitive and lead to focusing problems, so they may have difficulties reading instructions presented in a visual format.

Pupils with SLCN will face barriers to participation and learning all year round. "

Now ask participants to estimate the proportion of a lesson that teachers typically spend talking. Give them a choice – 40 per cent, 70 per cent or 80 per cent.

Allow some discussion, then give the answer supported by research − that teachers typically talk for 70 per cent of the time in lessons.


Show slide 5.


5

Teacher talk

Teachers talk for 70 per cent of lessons, so:− make it high quality− make sure it’s necessary− use talk alongside a wide and appropriate range

of other modes of communication

5Slide

Tell participants that, because teachers talk so much in lessons, it is important that teacher talk is high quality, only used when necessary and used in conjunction with a wide and appropriate range of other modes of communication. Explain that this will particularly benefit pupils who have difficulty with receptive communication − pupils who have difficulty processing oral information − but will help everyone, not just those with SLCN.

Finally, ask participants to circle on Handout 1 the modes of communication they use in class at the moment.


Activity 2

Planned communication

Learning outcome

Participants will know about alternative communication strategies and how to use them in particular contexts.


Required resources


Handout 2 Communication approaches

Handout 3 Good communication in the classroom

Feedback from peer observation from pre-session task 2 (see ‘Prior learning’ on page 5)

Task

Show slide 6 and explain the learning outcome for this activity.

30 mins


6

Learning outcome

You will know about alternative communication strategies andhow to use them in particular contexts

Activity 26

Slide

Give out Handouts 2 and 3.

Ask participants to look again at the points they circled on Handout 1, and then to look at the ideas on Handout 3.

They should work with a partner on this task.


Tell participants to work in pairs, and ask them to:

select strategies from Handouts 1 and 3 that they use currently in their teaching "

identify the context in which they use them, and "

explain why they use that approach. "

They should record this information on Handout 2. Tell participants that at least six of their choices should be from Handout 3. Remind them that they can also use the feedback on their classroom practice from pre-session task 2 that they have brought with them.

Once they have finished the task, ask each pair to join another pair, to form a group of four. Now ask each group to:

identify and discuss strategies they have not yet used, but might wish to try "

consider why they have not used these approaches and write down the reasons, and "

identify and note down any problems they anticipate finding if they tried these approaches. "

Take brief feedback. First, concentrate on communication approaches that participants have found useful, and then explore strategies participants have not used. Ask them why they have not used these strategies. Make a note of the reasons on a flip chart or whiteboard.

Participants’ reasons for not using a particular approach may include:

that they had not thought of it or were not sure what it was "

lack of confidence about using it successfully "

lack of resources "

they were not sure who to ask or where to go for support "

lack of time for planning and/or arranging support, and "

they found it difficult to integrate alternative modes of communication into schemes of work. "

Now ask participants to suggest ideas for overcoming the barriers to using the strategies that they have identified.

They might suggest, for example:

asking colleagues who teach the same pupils what they do "

consulting the SENCO or another manager "

asking for advice from organisations with particular interests in the relevant types of need "

contacting the local authority support or advisory services, and "

using the internet for research, eg looking at Teachers TV, Teachernet and the Inclusion site "(http://inclusion.ngfl.gov.uk) for ideas.

Emphasise, above all, the team nature of removing barriers to participation and learning for pupils with SLCN and, therefore, the importance of sharing expertise and experience with colleagues. Suggest that, after the session, participants should identify the routes that encourage exchanges of expertise in their schools and local authorities.

To conclude the activity, ask participants to go back to Handouts 1 and 3 and put a square around at least three of the communication approaches that they have not used, but that they will now try with a class or group, or with individual pupils.


Activity 3

Access and communication needs

Learning outcomes

Participants will understand

identify communication approaches to support a range of learners with SLCN, and "

understand that these approaches are most likely to succeed if they are planned collaboratively. "


Required resources

Handout 4 Questions on the film clips

Film clips ‘Shelton Infant School: Jake’ (ESV.03) (primary) 1:57 minutes

‘St Clement’s C of E Primary School: Alistair’ (ESV.07) (primary) 1:22 minutes


To view these film clips, select ‘Essential viewing’ from the main menu. The film clips are a part of a sequence of clips, so you need to skip through until you reach the relevant ones.

Film clip ‘Gorsefield Primary School: Matthew, John’ (PTL.03) (primary) 1:45 minutes

‘Implementing the Disability Discrimination Act in Schools and Early Years Settings’, DfES, 2006: disc two.

To view the film clip, select ‘Primary education’ from the main menu, then select the ‘Primary teaching and learning’ section. The film clip is part of a sequence of clips, so you need to skip through until you reach it.

Film clips ‘Bishopsgarth School’ (SCP.05) (secondary) 1:37 minutes

‘Filsham Valley School’ (SCP.07) (secondary) 1:24 minutes

‘Implementing the Disability Discrimination Act in Schools and Early Years Settings’, DfES, 2006: disc three.

To view these film clips, select ‘Secondary education’ from the main menu, then select the ‘Secondary curriculum and planning’ section. The film clips are a part of a sequence of clips, so you need to skip through until you reach the relevant ones.

Film clip ‘Brigshaw High School: Catherine’ (ESV.13) (secondary) 19 seconds


To view the film clip, select ‘Essential viewing’ from the main menu. The film clip is part of a sequence of clips, so you need to skip through until you reach it.

25 mins


Task

Show slide 7 and introduce participants to the learning outcomes for this activity.


7

Learning outcomes

You will:− identify communication approaches to support

a range of learners with SLCN− understand that these approaches are most likely

to succeed if they are planned collaboratively

Activity 37

Slide

Explain that this activity focuses on multi-sensory modes of teaching, including the use of symbol and sign communication and the role of memory aids and concrete resources.

Give out Handout 4.

Tell participants that there is much to be learnt from observing how other teachers use various strategies in their teaching. Suggest that participants should ask for opportunities to watch other practitioners teaching and then look at how what they have seen relates to the teacher’s lesson planning.

Show the group the film clips appropriate to their school phase.

Once they have seen the films, give participants five minutes to answer the questions on Handout 4.

The questions have been designed to help participants understand:

the range of possible communication approaches, and "

how communication strategies can be used with classes, groups and individual pupils. "

Ask which of the strategies shown in the film clips would be likely to benefit not only pupils with SLCN, but also other pupils in the class/group.

In primary groups, check that participants have understood the value of using puppets and/or play scripts. In secondary groups, emphasise the idea of visual timetables and the possibilities of using microphones. Some participants may, for example, have used sound field systems to make speech as intelligible as possible.

Broaden this discussion to consider the way participants have used ICT to support pupils with SLCN. Ask them:

what role ICT had in increasing pupils’ access to learning, and "

what impact it made on the learning task and the way classes were organised and managed? "


Finally, tell participants that while speech, language and communication needs often receive relatively little attention in the media, it is important that all teachers understand them and know how to remove the barriers to participation and learning related to them. Explain why by using slide 8.


8

Research findings

− Written literacy is typically grounded on ourability to discriminate speech sounds

− 50 − 70 per cent of pupils identified as havingBESD have an identifiable SLCN

8Slide


Activity 4

Review and reflection

Learning outcomes

Participants will:

reflect on key learning points from the session, and "

identify key points of action for themselves, to consolidate and apply their learning. "


Required resources

Handout 5 Points for action

Handout 6 Self-study tasks

Task

Show slide 9 and talk participants through the learning outcomes for this activity.


9

Learning outcomes

You will:− reflect on key learning points from the session− identify key points of action for yourself to consolidate and

apply your learning

Activity 49

Slide

10 mins

Give out Handout 5.

Invite participants to review the activities in this session, to make links with their own practice and to identify some personal points for action. Ask them to note down these action points on Handout 5. Encourage them to plan to try out up to three new approaches from the session.

Suggest that participants also plan to observe colleagues’ teaching, to gain experience of a wider range of communication approaches.

Finally, distribute Handout 6, which lists the range of self-study tasks participants can do. Explain that each task takes about two hours, plus some observation/research time, and that each one also has two extension tasks to be completed.


Handout 1

Modes of communication

StatementOnly used by adults

Only used by pupils

Used by adults and pupils

Don’t know

Talk

Handwriting

Print

Body language and gestures

Facial expression

Eye-pointing

Objects of reference

Communication aids (such as microphones, sound field systems)

Photographs and pictures

Symbols

Enlarged print or print in different fonts/colours

Signing

Recorded instructions/reminders

Advice on communication through media that enhance or replace voice communication, such as sign or a voice output communication aid (VOCA) is available from Communication Matters: www.communicationmatters.org.uk

http://www.communicationmatters.org.uk


Handout 2

Communication approaches

Communication approachUsed now? Y/N

Context in which used Reason for use

Eye-pointing

Objects of reference

Communication aids (such as microphones, sound field systems)

Photographs and pictures

Symbols

Enlarged print or print in different fonts/colours

Signing

Recorded instructions/reminders


Handout 3

Good communication in the classroom

Successful environments

SpaceGive appropriate space for learners to maximise their attention:

Seating ✓ that supports the best posture for each child − for some children, cushions or chairs may help some stay in place; hoops, carpet squares or coloured tape can be used to indicate personal space

Layout ✓ that allows ease of movement, for example when a child comes to the front to demonstrate something

Comfortable ✓ temperature: not too hot or too cold

Some ✓ furniture that can be adjusted to suit individuals: sometimes this is a particular issue in specialist rooms like computer suites

FeelingsAcknowledge feelings within a supportive emotional climate:

Respect ✓ that all children want to share their views, be attended to and to be ‘heard’

Have clear expectations for cooperative ✓ turn-taking for speaking and listening

Recognise ✓ and accommodate feelings – identifying ways of calming down if necessary

Teach a range of ✓ strategies to think about feelings and express them appropriately

Teach ✓ vocabulary to describe, accept and acknowledge feelings

AcousticsSuccessful environments for speaking, listening and learning:

The ✓ acoustics are good

External and internal ✓ noise is not too loud − sound field systems can be used if external noise is a problem, and they have positive effects on behaviour as well as attention levels in the class

Sound quality ✓ is relatively ‘soft’: not too much reverberation

Quiet areas ✓ are available to use as low-distraction workplaces

VisualExploit the visual:

Use ✓ symbols to aid children’s understanding

Use ✓ photographs and words to define activity areas

Label ✓ equipment (storage) with pictures and words

Have a ✓ visual planner which can be arranged to show the structure of a lesson or activity

Have a ✓ visual timetable to show the structure of the day and the week

Display ✓ key vocabulary

Use ✓ colour-coding to categorise or organise information, the workspace or equipment

LightingHave lighting appropriate to need:

Pupils with visual impairments, ✓

dyspraxia or dyslexia can benefit from specific lighting conditions

The ✓ teacher’s face should be well lit and not in front of a light source such as a window


Managing your language

Talking to pupilsAdult speech " should not always be at a level understood by pupils, or their language will never develop. Pupils will often get the gist from non-verbal clues.

Whenever possible, make sure pupils have " direct experience of a concept before you use it.

Be clear about your " praise and reward strategy for a class and individual children rather than using praise indiscriminately. Children with low self-esteem can find praise hard to accept. Validate appropriate behaviour by describing it, and reward through actions rather than direct verbal praise.

Make sure " pupils know you are talking to them: don’t throw a question out in the middle of a string of less relevant talk.

Don’t assume " 1:1 listening will generalise to listening to whole-class instruction or during assembly.

QuestionsUse a " hierarchy of questions − starting with an open question providing an opportunity for children to give extended responses. If they need some support, move to closed yes/no or forced alternative questions. Where necessary, use a prompt for the right answer. For example, start the word or provide a sign, gesture or picture cue. The open question can be posed once more if the answer is heavily prompted. Asking closed questions can limit children’s communication. Examples might look like:

What do you remember about our visit yesterday? –

Where did we go? –

How did we get there? –

Did we go to the zoo or the park? (Put the correct –answer last so that the child is more likely to repeat it and so get the right answer.)

We went to the p---, that’s right. –

So where did we go yesterday? –

Try to " make the question feel genuine by asking direct and meaningful questions. For example: “I’ve been so busy today I’ve forgotten where on earth we went yesterday. Where did we go?” Avoid leading questions such as, “We went to the park, didn’t we?”

Allow pupils " plenty of time before expecting a response. With some pupils, you may wish to explain that you will be asking them a question in a minute or so.

Let children know " that you are going to be asking questions and encourage them to take some time to think of answers.

Work out with children what " different question forms are getting at: what, where, who, how and why. Colour-code these to link with appropriate answers such as things, places, people, processes and explanations.

Use a name " . Let children know you are talking to them. Don’t embed a question in the middle of a string of talk. Do not assume 1:1 listening will generalise to listening in group, whole-class or assembly situations. Specific teaching may be needed.

ErrorsShow that it is " all right to make mistakes because that is how we learn − for example, “A good try”. Or if the answer is close to being right suggest instead, “That’s nearly right. Can you say a bit more about…”, “You need to…”, etc. If the answer is just wrong, then perhaps, “That’s not right but well done for having a go.” Follow by further questions/prompts to support the child in understanding the error and moving towards a correct answer.

If a child makes a linguistic error, " give feedback in the correct form, without pointing out the mistake. For example, if a child says, “We go park today”, the adult can feed back, “We are going to the park today.”

Make mistakes yourself " occasionally, for children to correct.

These diagrams are adapted from DfES/National Strategies, 2003, Speaking, Listening, Learning: Working with children in key stages 1 and 2. Crown copyright – reproduced under the terms of the Click-Use Licence.


Handout 4

Questions on the film clips

What communication approaches are used in the film clips?

What resources or media, including ICT, were used?

Choose two communication approaches shown in the film. Use the table to comment on how each worked with the whole class, with groups and with individual pupils.

Approach Whole class Group Individual pupils


Handout 5

Points for action What do I want to do next to develop my practice?

How will I do this?

What is my timescale for this to happen?

How will I know if I have been successful?

Do I need to involve anyone else in enabling this to happen?


Handout 6

Self-study tasks

Every Child MattersInclusion and Every Child Matters (SST 1) "

SEN and disability legislation (SST 2) "

English as an additional language and SEN (SST 3) "

Children’s needs and development (SST 4) "

ICT and SEN (SST 5) "

Cognition and learningModerate learning difficulties (SST 6) "

Dyslexia and specific learning difficulties (SST 7) "

Working memory (SST 8) "

Behavioural, emotional and social needsBehavioural, emotional and social difficulties (SST 9) "

Communication and interactionSpeech, language and communication needs (SST 10) "

Autistic spectrum disorders (SST 11) "

Physical and sensory impairmentVisual impairment (SST 12) "

Hearing impairment (SST 13) "

Handwriting (SST 14) "

Developmental coordination disorder/dyspraxia (SST 15) "

Working in partnershipWorking with colleagues in school (SST 16) "

Working with parents/carers and other professionals (SST 17) "

removing barriers: speech, language and communication...

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