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Forum On Special Educational Needs: Phil Dexter Sharon Noseley Sophie Farag

This document summarizes a forum on special educational needs. The forum featured presentations from Phil Dexter of the British Council, Sharon Noseley of De Montfort University, and Sophie Farag of the American University in Cairo. The presentations covered topics like celebrating diversity in learning, identifying students with special needs, the role of language in times of crisis, models of inclusion, different types of cognitive differences, and techniques for inclusion in mainstream classrooms. The forum provided an overview of issues relating to special educational needs and inclusion.

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51 views14 pages

Forum On Special Educational Needs: Phil Dexter Sharon Noseley Sophie Farag

This document summarizes a forum on special educational needs. The forum featured presentations from Phil Dexter of the British Council, Sharon Noseley of De Montfort University, and Sophie Farag of the American University in Cairo. The presentations covered topics like celebrating diversity in learning, identifying students with special needs, the role of language in times of crisis, models of inclusion, different types of cognitive differences, and techniques for inclusion in mainstream classrooms. The forum provided an overview of issues relating to special educational needs and inclusion.

Uploaded by

elena bianca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Forum on special educational needs

Phil Dexter, British Council Teacher Development Adviser, UK


Sharon Noseley, ELT Lecturer/Tutor, De Montfort University,
Leicester, UK.
Sophie Farag, Director, Intensive Academic English Program,
The American University in Cairo, Egypt

www.teachingenglish.org.uk
Special educational needs: Let's
celebrate diversity and inclusion in
learning
Which of these children have special educational
needs?

www.teachingenglish.org.uk 2
What’s going on in this classroom? What is not
happening?

www.teachingenglish.org.uk 3
Special Educational Needs
Access and Engagement

Societal Factors: Cognitive


family, trauma & differences
Displacement

Speech &
language
needs

www.teachingenglish.org.uk 4
Language for resilience
Role of language in times of crisis - Syria

www.teachingenglish.org.uk 5
Social and Medical Models of Inclusion

Good practice suggests an integrated


model
access, participation and
engagement

www.teachingenglish.org.uk 6
Spectrum of cognitive differences
• Social impact factors
lear learners include
• Dyslexia
• ADHD Co-
ocurring
• Dyspraxia
• Autistic spectrum
• Speech and language difficulties

Text based learning – reading/writing


Working memory & sequencing
Concentration/Focus
Social interaction needs
Organisation of work and tasking

www.teachingenglish.org.uk 7
Is the brain Leaky or Sticky?

www.teachingenglish.org.uk 8
It’s notNeuro-Diversity
what you think –– but howthe
what’s youissue?
think!

Neurodiverse learners typically may have difficulties with traditional


text based approaches to teaching and learning – mainly in classroom
learning contexts. These difficulties have nothing to do with
intelligence but there is clear evidence of underperformance.
How can we transform the performance gap?

In understanding neuro-diversity we recognize cognitive

differences as part of a natural spectrum of ‘ways of thinking’

which are unique and equally valid that should be educationally

and socially celebrated.

www.teachingenglish.org.uk 9
Celebrating our differences – playing to
strengths
imagination, holistic/big picture thinking, kinaesthetic and
visual memory, strong intuition and creativity.

www.teachingenglish.org.uk 10
Three wave approach to inclusion in mainstream contexts

www.britishcouncil.org
www.teachingenglish.org.uk 11
 Provide overviews and clarification where necessary
Techniques/approaches
 Bridges between lessons celebrating positive learning
 Colour code & notes in advance s
 Assess, plan, do and review
vable step by step approach(
 Monitoring, mentoring &coaching
building successful
 Multi-sensory approaches – outcomes
 scaffolding/differentiation and KISS-E
 Preparation, planning and organisation
 Promote positive stubbornness
 Assisted technology
 Assessment for learning approaches
 High Interest learning – engage our learners in
meaningful ways……..based on what they can do!

www.teachingenglish.org.uk 12
• http://www.teachingenglish
.org.uk/teacher-training/s
pecial-educational-needs

www.teachingenglish.org.uk 13
www.teachingenglish.org.uk

www.teachingenglish.org.uk/teacher-dev
elopment

phil.dexter@britishcouncil.org

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