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Overcoming Barriers (Social, Emotional, and Mental Health (SEMH (Social…
Overcoming Barriers
Social, Emotional, and Mental Health
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SEMH (Social Emotional, Mental health). Overarching term for young people struggling with emotional regulation/social interaction/or experiencing mental health problems
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Be mindful of what you say in the staff room, better to go to the SENCO, or their form tutor
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Don't label the child. Ask how they are doing, talk to the SENCO, and be aware of YOUR mood. Be positive with the children
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Cognition and Learning
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Acronyms
PMLD Profound and Multiple Learning Difficulties. Severe and complex learning difficulties and significant learning difficulties
SLD: Severe Learning Difficulties. Significant intellectual or cognitive impairments. Difficulty in mobility and co-ordination.
attainments may be within the upper P scale (P4-P8) they sit under the National Curriculum Levels.
MLD: Moderate learning difficulties. Attainments significantly below expectations despite appropriate interventions. May have an associated speech and language delay
SpLD: dysexia, dyscalculia, dyspraxia, dysgraphia
Dyslexia: sensitive to white background, difficulty in reading aloud and slow reading speed, receptive language where they may take things literally, poor comprehension. Can help if I use more images and graphs along with text
Dyscalculia: no feel for numbers, no sense for numbers. they numbers aren't linked to a sense of magnitude. Pg 119 for examples. You can use visual prompt cards
Dyspraxia: impairment or immaturity of organisation of movement, motor skills are hard to learn and retain, pupils may have poor balance.
to help someone out I would find their hobbies and orientate the work around that: e.g writing and reading use DARTS or skeletons for him. Orientate articles around basketball so he will find it easier.
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Partner them with a mid/high ability pupil, don't get them to read too much.
I need to go to Grace's website and SEN, and look at the local offer
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Supporting EAL
BICS: basic interpersonal communicative skills, the language used in social situations so it appears like they are more fluent than they are
Observing non verbal behaviours, using the reactions of other, uses voice cues, observing pictures
CALPS: Cognitive Academic Language Proficiency, developing academic language used in essays and not in daily life.
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When it comes to SEN,I am a generalist, remember: SENCO is the specialist
Be aware when I am calling home about a SENCO child, talk with the SENCO.
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