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Students with learning difficulties, Definitions used in my flowchart,…

- - - - A formal reference can be done to the SEN department
        
        PLAN
        The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
        
        DO
        The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil.
        
        REVIEW
        The effectiveness of the support and interventions and their impact on the pupil’s progress should be reviewed. The class or subject teacher, working with the SENCo, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil.
        
        Reclassification/discontinuation from the SEN
        
        If a student makes sufficient improvement and achieves outcomes set on the IEP or IBP, a discharge report will be written based on professional evaluations and observations of the child’s ability or the teacher’s improved ability to cater for the child’s needs.
        
        The child may continue on another plan according to new needs at the time, or it may be established that the child no longer requires additional SEN level support and his/her name will be removed from the SEN register. In this instance the teacher and parents will be formally notified by SEN department of the decisio
        
        The SENCo should support the class or subject teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
  - - - Process
        
        Provide access to a variety of materials which target different learning preferences and reading abilities.
        
        Develop activities that target auditory, visual, and kinesthetic learners.
        
        Establish stations for inquiry-based, independent learning activities.
        
        Create activities that vary in level of complexity and degree of abstract thinking required.
        
        Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.
      - Content
        
        Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.
        
        Encourage thinking at various levels of Bloom's taxonomy.
        
        What are the thinking levels by Blooms TAXONOMY ?
        
        CREATE
        
        ANALYZE
        
        APPLY
        
        1 more item...
        
        Use a variety of instructional delivery methods to address different learning styles.
        
        Break assignments into smaller, more manageable parts that include structured directions for each part.
        
        Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity
        
        Use specially designed instruction and/or materials, as appropriate
      - Product
        
        Use a variety of assessment strategies, including performance-based and open-ended assessment.
        
        Balance teacher-assigned and student-selected projects.
        
        Offer students a choice of projects that reflect a variety of learning styles and interests.
        
        Make assessment an ongoing, interactive process.
      - Learning Environment
        
        Grouping: flexible, small group and 1:1
        
        Offer a variety of visual supports and manipulatives
        
        Specialized settings such as Resource Room, Quiet Space
        
        Cluster grouping and/or “walk to….” models for homogeneous grouping
        
        Supportive classroom equipment: study carrels, timers, sensory integration supports, headphones
        
        Access to technology.
- - - - REVIEW