SAY HELLO BEFORE YOU TELL ME OFF! Jules Daulby Vulnerable to - - PowerPoint PPT Presentation
SAY HELLO BEFORE YOU TELL ME OFF! Jules Daulby Vulnerable to exclusions FSM 4 times more likely Black Caribbean 4 times more likely Travelling community (Roma) SEND 7 times more likely (SEMH x19 more likely) Boys
Jules Daulby
Vulnerable to exclusions
■ FSM – 4 times more likely ■ Black Caribbean – 4 times more likely ■ Travelling community (Roma) ■ SEND – 7 times more likely (SEMH x19 more likely) ■ Boys – 3 times more likely than girls ■ Children in care - 3 times more likely
What we know
ADHD SLCN
Speech Language and Communication Needs
■ Autism ■ Developmental Language Disorder ■ Tourette's ■ Articulation ■ Stammer
Professor Dorothy Bishop’s taxi driver test.
What do you do then? I work with students who have development language disorder. What’s that? I work with students who have dyslexia. I think I’m dyslexic. I wo work rk with h childr dren en who have e autism. My grandson has autism.
It’s like dyslexia but with talk.
Rec eceptiv eptive e Ex Expr pressiv essive e
Developmental Language Disorder (DLD) #devlangdis
■ DLD is identified when children, young people or adults have difficulties with understanding the language they hear or speaking in sentences to express meaning. ■ DLD can be used to describe the condition if there is no other cause for the language difficulties, such as autism.
https://radld.org/resources/videos/
“Children with language disorders often lack verbal strategies to manage in the classroom and may only take in one or two words of what is said to them. This can lead to failure following instructions which can be perceived as ‘naughty’ behaviour by the class teacher. Similarly, children with language disorder have difficulty following playground rules, and often misinterpret jokes from peers as other children ‘making fun’. The frustration and inability to respond leads to more disruptive behaviour and increased risk for social, emotional and mental health problems in the longer term.”2
Professor Courtenay Norbury, Professor of Developmental Language and Communication Disorders at University College London
Free online learning modules to recognise people with SLCN and its link to behaviour
Transitions
■ Friendships ■ Teachers ■ Systems ■ Routines ■ Summer camp ■ Day separate from the others ■ No testing!
Signs
■ Reserved/quiet/day dreaming/looking out of the window ■ May appear truculent ■ Struggles in groups but works well in 1:1 ■ Although appears to decode and encode sufficiently, writing is poor (amount and grammatically) ■ Nods pretending to understand and then does something completely different ■ Waits for teacher to finish speaking and then turns straight to their friend and asks what they have to do ■ Struggles in circle time ■ Problems with friendships often due to misunderstanding
Specialist
busy
Boost
Parson’s ‘Word Aware’ or Isobel Beck’s ‘Bringing Words to Life’ (can also use for universal)
The last two link to pragmatic language difficulties.
Language Therapy
using Dr Susan Ebbel’s Shape Coding TM
Specialist
ISOLATION IS NOT JUST PHYSICAL
Baroness Warnock – OFSTED judge for academic excellence not inclusion or broad and balanced curriculum.
No hitting Hands down No running Walking please No pinching Gentle hands No swearing Polite language Stop that (what?) Loud voices can be unsettling, will reduce anxiety and reduce what is being taken in. Body language Calm, relaxed and hands down Speak quietly Reduce language and wait for processing time Reassure pupil ‘It’s OK’, acknowledge emotions ‘Are you feeling cross?’ Offer student a break away from situation
Level 1 Naming (language demands rely on teaching materials e.g. objects/pictures) Point to an object Level 2 Describing (language relates to teaching materials e.g. objects/pictures) Find me a red ball Level 3 Re-telling (language has less emphasis on the teaching materials) What will happen next? Level 4 Justifying and Problem Solving (language is more advanced than the teaching materials) How do you know? A child is operating at a specific level when they can answer at least 80% of questions at that particular level. Blanks Questioning Levelled questions which are developmental
Class ssroom
egies es
you
level will learn from models at a higher level
working on
Some ideas for in class, universal support High quality teaching
THE FRAYER MODEL
The language and literacy of mathsPick a word to complete your own Frayer Model Fraction Quadrilateral
THE FRAYER MODEL
The language and literacy of maths Write a Frayer Model using the word
Treat command words as seriously as you would key words
RAST TWO CONCEPTS
The language and literacy of maths Volcano
What type of word is it? noun Where do you hear this word? The news Geography stories What are similar words? (similar meaning or sound) Volcano, volcanoes, volcanic Vulcan volcanic temper Picture / icon to show word First sound v End sounds O (long vowel) Break into syllables (how many beats) Vol –can –o
= a semantic web
Include synonyms (same), antonyms (opposite), collocations and idioms, washing line
Vocabulary development
Put the word in a sentence: What does the word mean? Describe:
Interesting fact Comes from ‘vulcan’ a god forging tools in the fire inside the mountain.
Rich Scripting : Volcano Word recognition/building the field volcano, volcanoes, volcanic, idiomatic use of volcanic : a volcanic rage, a volcano waiting to erupt etymology : Vulcan Language – Cline’s washing line
cool temperate warm hot molten (melted)
sometimes intermittent never dormant extinct Warming up the grammar Prepositions : on top of , inside, underneath, Cohesive markers : first, next, then, when Modal verbs (may/will) erupt, (have) erupted, (are/were) erupting Phrasal verbs Force up, fall back, pour out
But it’s more than just words
‘What you going?’ instead of ‘Where are you going?’ Yoda type speech – What doing you? Get grammatical constructions incorrect – I don’t want Peter Rabbit – I don’t want this episode of Peter Rabbit Speak around a subject so although they’re saying words, you’re not quite sure what they trying to tell you. Mix up similar words which are not quite the same or opposite – pour/fill Literal – Do you have trouble getting out of bed? No, I just put my feet on the floor….. Write one to seven – child writes 1 2 7 Sit down! – child sits down on floor exactly where they are and get into trouble for being cheeky.
The dormant volcano may erupt never erupted sometimes Some active erupt A extinct volcanoes will erupt constantly One intermittent erupt regularly never
Substitution Table
Clicker word grids on ipad or Clicker 7 for desktops and laptops
Key visuals and graphic organisers
nstrate thinking and ideas
See also Bernard Mohan’s Knowledge Framework Structures http://tslater.public.iastate.edu/kf/structures.html
https://radld.org/ @RADLDcam https://www.afasic.org.uk/ @Afasic https://www.naplic.org.uk/ @NAPLIC Professor Dorothy Bishop @deevybee Professor Courtenay Norbury @lilacCourt https://www.banterspeech.com.a u/huh-the-many-benefits-of- using-blanks-language-levels- framework-to-help-your-kids-to- understand-language-for-school/
#devlangdis
The Nuffield Early Language Intervention Programme (NELI) Dr Susan Ebbels – also designed Shape Coding TM @SusanEbbels Stephen Parsons @WordAware – for the book Isabel Beck The Milestone Primary Poster
https://www.rcslt.org/learning /the-box-training