This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes
6.1 Interview with SEN teacher
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來自 University of London 的課程
帮助读写有障碍的孩子
440 個評分
從本節課中
Study skills, aids and accommodations
Attention, memory and organization; technological aids especially for reading and writing; examples of accommodations for formal assessments and examinations
與講師見面
Dr Jenny Thomson
Dr Vincent Goetry
Well, we have a group in Merton called the learning and
language team, who are responsible for
a certain level of assessment of children with reading difficulties.
And they will come and assess children.
But they don't diagnose them as being dyslexic.
They might say dyslexic type difficulties, or certain reading difficulties,
but they don't normally give it the label of dyslexia.
Well, we have a team in Merton that can support us called the learning and
language team.
But also, I identified that it was a gap in our particular knowledge and
provision in the school for children with reading difficulties and potentially,
children with dyslexia.
So I undertook the post-graduate diploma in special education with a focus on
dyslexia in order for us to have better provision within our school.
And it was two-year program of study,
which now means that I am able, I think, better to support my colleagues.
And also work one-to-one with pupils who have had other interventions and other
supports, but really haven't responded in the way that we would wish and
haven't made the progress that we would wish.
So I then work with them one-to-one.
I will assess them, and then build a personalized program for
them around the gaps that they have or the areas,
specific area of difficulty that they have with reading and writing.
And within the sessions, when I'm working with them, we do some phonic work.
We do high frequency word work, some reading, and then some writing,
so that they can apply the skills that they've learned in a written context.
And then we also do some extended pieces of writing periodically, so
that they can apply that in a bigger piece of work.
We also do various games.
We use multi-sensory techniques.
And we've used things like, I've got card games,
I've got bingo games that we play to try and make it fun and interesting for them.
And I usually work with them between three and
four times a week because I want to keep that little and
often over learning, so they have the opportunity to really get to
grips with what we're doing before we move onto the next thing.
Well, overall, our SCN register represents about 5% of the school population.
And of that 5%, probably 2 to 3% maybe have some element of reading difficulties.
It may not be the only difficulty they have, so
it may be sort of co-occuring with other difficulties that they have.
But I would say probably about 2 to 3% of the children.
Yes, we actually have a lot of children who have English as
an additional language.
What we don't have here is one particular group,
one particular language that lots of children speak.
We have lots of children who speak lots of different languages, so we've probably
got something like getting on for 40 different languages across the school.
And the biggest group probably only comprises about 12 children.
And it really depends on where they are in their stages of learning English.
For new arrivals, we have quite a lot of support.
We often have bilingual assistants who come in and
work with them in the classroom.
We use translators.
We use technology to support them as well as other traditional methods of supports.
We use parent body, so if there are people within our parent body who can support
these children as well by being to sort of translate for them in the initial stages.
And after that, I mean, the teachers here are very skilled
at supporting these children, and they will use a variety of techniques.
Often, some of the things that they use for other children who are finding aspects
of language work difficult, lots of visuals, lots of
pre-teaching of vocabulary, particularly if it's subject specific vocabulary.
So that when the children come to these more complex topics,
they've already got a bank of knowledge to support them before they embark upon it.
Yes, we do.
We do have a few.
And that can often be quite challenging because it's difficult to know
is it an issue with just learning English, or is there something else going on?
And in fact, there was a boy in year four who fell exactly into that category.
And through discussion with the teacher, and looking at his work and
consideration, we had him assessed.
And it actually turned out that he had quite a lot of literacy difficulties,
Dyslexic type difficulties.
And now he's having very targeted support every day.
And he's made really good progress, and his confidence has grown.
So I think that can be a very difficult situation.
One of the things we do is Merton do provide a service where you can have
some kind of assessment done in the child's home language.
So you can get an idea, is it a speech and language difficulty?
Is it more of a literacy difficulty?
Or is it just that they need more time to develop the language?
And that's quite helpful.
But, yeah, that can be quite difficult to know where the difficulty is coming from.
