SEN DEPARTMENT. (Special Educational Needs)

MOULSHAM HIGH SCHOOL AND HUMANITIES COLLEGE. BRIAN CLOSE, CHELMSFORD, ESSEX, CM2 9ES.

Telephone: 01245 260101 Facsimile: 01245 504555 Email: [email protected] Web: www.moulshamhigh.essex.sch.uk

TEAM MEMBERS AND OUR ROLES: MISS N. PUJOLAS

SENCO Co-ordinates provision for pupils with SEN and lines manages all LSAs/ SEN LSA/EAL Coordinator.

MISS A. CURRAN

SENIOR LEARNING SUPPORT ASSISTANT Responsible for the running of the SEN classroom, (room 84), 1-2-1 support for students, Co-ordinator for HODDER, Social Skills courses and looked after children.

MRS S. STACEY

LSA Specialist in English (GCSE). Co-ordinator Reading Club / spelling and phonics 1-1

MRS S. MOLD

LSA Specialist in Mathematics, Co-ordinator for Maths Club.

MISS W. PRIESTAFF

LSA Specialist in Science, Co-ordinator for Homework Club, Social Skills Course, Reading Club (Yr7) and Website development, 1:1 individual work.

MISS S. YORKE-EDWARDS

LSA Co-ordinator for Homework Club, Social Skills course, HODDER Reading Project and Student Mentoring.

MISS M. LANGAN

LSA Co-ordinator for Reading Club, Games Club, small group work and mentoring.

MRS Y. CLAREMBAUX

LSA Co-ordinator for Reading Club and Games Club.

MRS T. PROUD

LSA Co-ordinator for Social Skills Course

MRS. J. SAVAGE

LSA Group and 1:1 work.

MRS C. WITHERS

LSA Co-ordinator for Games Club and SMART Thinking Group.

MRS M. STORRAR

LSA Co-ordinator for homework club.

MISS G. AYLING

LSA

MISS K. ROBINSON

LSA Co-ordinator for Games Club, Reading Club and D of E work. Group and 1:1 work.

MRS P. DAY

LSA

MRS C. STANDING

LSA

MRS A. ROBBINS

EAL (English as an Additional Language) SUPPORT.

MRS J. KEARY

BEHAVIOURAL SUPPORT SERVICE.

The SEN (Special Educational Needs) Department at Moulsham High School and Humanities College is an extremely busy department and is continually expanding to support our students within the school. We have a large team based in the centre of the school, with members of staff holding individual responsibilities and specialist roles. We work well together and offer a whole-school support network to the rest of the teaching and support staff within Moulsham High School. We work closely with external support staff within the area and with surrounding schools, in particular primary schools, to ensure smooth transitions for our new students leaving Year 6 and joining Year 7, which can be a very daunting and worrying time for them.

In addition to the general provision of in class support, we offer 1:1 student support and small group work for students. Students may find that they benefit more from extra individual support from a 1:1 or small group basis. These sessions are usually done in our warm and inviting classroom. (Room 84)

Extra activities are run during lunch time breaks or during morning Form such as: Games Club: We have a large collection of popular games which the children enjoy, open for all Year 7 and 8 students. Some are based on different areas of need, e.g. co-ordination, memory and sequencing etc. Homework Club: This club is open for all students in Years 7, 8 and 9. The club offers extra time and learning support for the students to complete their homework and hand it in on time. Additional use of the PC is a benefit for all the students. Maths Club: This club is designed to support students working through their GCSEs, Year 10 and 11. Reading Club: These clubs are run during morning Form, for Years 7, 8 and 9. The club offers extra support for students to help improve their reading levels. Extra reading time has proven to be a success with a number of students leaving reading club after a short time and rapidly improving their reading ability, which is also very rewarding for the staff running the clubs. Further programmes which are run within SEN. are : 1.

The Hodder Reading Project. This is a series of text books aimed at improving the reading of secondary aged pupils at National Curriculum Levels 2-3, 3-4, 4-5, and 5-6. Each student's book is supported by a reading book in which pupils apply, consolidate and practise their new skills.

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A new course which has recently been launched is Social Skills. This is currently for Years 7, 8 and 9. The course is designed to help students to develop effective problem management and to raise communication and self-esteem skills. Children with learning difficulties and those with emotional, behavioural difficulties will generally have one thing in common - low self esteem. This course sets out to offer warmth and understanding within a setting of confidentiality and safety. Group members will have the opportunity to develop new skills on how to deal with certain situations and learn effective communication techniques. This course is already proven to be a success, with happy group members successfully completing the course. We now are running a transitional shorter social skills group to help and assist Year 6 students when they move up to Year 7 from primary school.

3.

We have additional packs which can be sent home with students, for extended learning. A handwriting pack is available for all students who wish to improve their handwriting skills. The packs are readily available upon request from the Senior LSA in the SEN department.

We have new clubs coming soon! Watch this space for more information.

ASPERGERS SYNDROME Asperger Syndrome is part of the Autistic Spectrum Disorder. It can affect how a person makes sense of the world, processes information and relates to other people. Asperger syndrome is mostly a 'hidden disability'. This means that you can't tell that someone has the condition from their outward appearance. People with the condition have difficulties in three main areas. They are:


social communication, social interaction, social imagination.

While there are similarities with autism, people with Asperger syndrome have fewer problems with speaking and are often of average, or above average, intelligence. People with Asperger syndrome can lead full and independent lives. People with Asperger Syndrome sometimes find it difficult to express themselves emotionally and socially. For example, they may:





have difficulty understanding gestures, facial expressions or tone of voice have difficulty knowing when to start or end a conversation and choosing topics to talk about use complex words and phrases but may not fully understand what they mean be very literal in what they say and can have difficulty understanding jokes, metaphor and sarcasm. For example, a person with Asperger Syndrome may be confused by the phrase 'That's cool' when people use it to say something is good.

Many people with Asperger Syndrome want to be sociable but have difficulty with initiating and sustaining social relationships, which can make them very anxious. They may:






struggle to make and maintain friendships not understand the unwritten 'social rules' that most of us pick up without thinking. For example, they may stand too close to another person or start an inappropriate topic of conversation find other people unpredictable and confusing become withdrawn and seem uninterested in other people, appearing almost aloof behave in what may seem an inappropriate manner.

People with Asperger Syndrome can be imaginative in the conventional use of the word. For example, many are accomplished writers, artists and musicians, although they can have difficulty with social imagination. This can include:


imagining alternative outcomes to situations and finding it hard to predict what will happen next





understanding or interpreting other peoples thoughts, feelings or actions. Body language can be mis-sread. having a limited range of imaginative activities, which can be pursued rigidly and repetitively eg lining up toys or collecting and organising things related to his or her interest.

To try and make the world less confusing, people with Asperger Syndrome may have rules and rituals (ways of doing things) which they insist upon. Young children, for example, may get upset if there is a sudden change to the timetable. They may develop an intense, sometimes obsessive, interest in a hobby or collecting. Sometimes these interests are lifelong; in other cases, one interest is replaced by an unconnected interest. Some may have sensory difficulties. These can occur in one or all of the senses (sight, sound, smell, touch, or taste). The degree of difficulty varies from one individual to another. Most commonly, an individual's senses are either intensified (over-sensitive) or underdeveloped (under-sensitive). For example, bright lights, loud noises, overpowering smells, particular food textures and the feeling of certain materials can be a cause of anxiety and pain. Because Asperger Syndrome varies widely from person to person, making a diagnosis can be difficult. It is often diagnosed later in children than Autism and sometimes difficulties may not be recognised and diagnosed until adulthood. The typical route for getting a diagnosis is to visit a GP. He or she can refer an individual to other health professionals who can make a formal diagnosis. Most frequently they will be psychiatrists or clinical psychologists and, in the case of children, paediatricians.

ADHD Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) refer to a range of problem behaviours associated with poor attention span. These may include impulsiveness, restlessness and hyperactivity, as well as inattentiveness, and often prevent children from learning and socialising well. For a diagnosis or description of ADHD a child would be expected to show various difficulties in more than one setting, e.g. at school and at home. Sometimes problems are not shown 'at home' but are very evident when a child goes to a hospital department or school. About 1.7 per cent of the UK population, have ADD or ADHD. Boys are more likely to be affected. ADHD often occurs alongside other difficulties and is not the sole cause of problem behaviour. Children may exhibit temper tantrums, sleep disorders, and be clumsy. Other behavioural problems that occur with ADHD include: •

confrontational defiant behaviour, which occurs in 60 per cent of children. The child loses their temper, argues and refuses to comply with adults and deliberately annoys others.

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conduct disorders occur in at least 25 per cent of children. The child may be destructive or show deceitful behaviour such as lying, breaking rules and stealing.

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specific learning difficulties, including dyslexia, occur in 25-30 per cent of children.

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severe clinical depression occurs in 33 per cent of children.

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anxiety disorders occur in 30 per cent of children.

Possible causes ADHD? • •

The child's temperament, as this contributes to their attitude and personality. Brain injuries due to birth trauma or pre-birth problems. The brain structures believed to be linked to the development of ADHD are vulnerable to hypoxic damage during birth. The damage is caused by inadequate oxygen reaching parts of the brain while blood flow is reduced.

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Family stress.

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Educational difficulties.

How is ADHD diagnosed? ADHD requires a medical diagnosis by a doctor, usually a child or adolescent psychiatrist, a paediatrician or paediatric neurologist or a GP. It will often be appropriate for other professionals such as psychologists, speech therapists, teachers and health visitors to contribute their observations to the assessment of a child with possible ADHD. There is no single diagnostic test for ADHD so different sorts of information needs to be gathered.

What treatment is available for ADHD? Treatment depends on a child's exact diagnosis. It should take into account any specific difficulties and those strengths that may aid their improvement. Both parents and teachers can follow general guidelines to manage a child's problematic behaviour but they may need specialist support and advice, e.g. from a psychologist.

Management techniques for parents and teachers •

Create a daily routine for the child, e.g. homework schedules, bedtime and mealtime routines.

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Be specific in your instructions to the child and make clear and reasonable requests.

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Set clear and easily understood boundaries, e.g. how much TV they may watch, and that rudeness is unacceptable. State consequences for their actions.

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Be consistent in the handling and managing of the child.

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Remove disruptive elements from their daily routine. For example, turn off the TV.

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Plan structured programmes aimed at gradually lengthening the child's concentration span and ability to focus on tasks.

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Communicate with the child on a one-to-one basis and avoid addressing other children at the same time.

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Use rewards (e.g. stickers, tokens or even money) consistently and frequently to reinforce appropriate behaviour such as listening to adults and concentrating.

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Use sanctions (e.g. loss of privileges, being sent to their room) for unacceptable behaviour or 'overstepping' of boundaries.

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Discuss your child with their school or nursery and see if you can work together.

Medication Behavioural management techniques such as those above are always important, and for mild attention deficit problems they are the treatment of choice. Ritalin reduces hyperactivity and impulsiveness and helps to focus a child's attention. They become less aggressive, seem to comply with requests, and become less forgetful.

DYSLEXIA Dyslexia is a learning disability characterized by problems in reading, spelling, writing, speaking, or listening. In many cases, dyslexia appears to be inherited. The condition appears in all ages. Many people with the condition are gifted and very productive. In fact, intelligence has nothing to do with dyslexia. Dyslexic children seem to have trouble learning early reading skills, problems hearing individual sounds in words, analyzing whole words in parts, and blending sounds into words. Letters such as "d" and "b" may be confused. Each person with dyslexia has different strengths and weaknesses, although many can have unusual talents in art, athletics, architecture, graphics, drama, music, or engineering. These special talents are often in areas that require the ability to integrate sight, spatial skills, and coordination. Often, a person with dyslexia has a problem translating language into thought (such as in listening or reading), or translating thought into language (such as in writing or speaking). Common characteristics include problems with: •

identifying single words.

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understanding sounds in words, sound order, or rhymes.

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spelling.

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transposing letters in words.

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handwriting.

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reading comprehension.

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delayed spoken language.

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confusion with directions, or right/left handedness.

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confusion with opposites (up/down, early/late, and so on)

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mathematics.

All cases and ages are diagnosed clinically by a combination of careful medical history, observation and psychological testing. There is no one test that is sufficient to render a definitive diagnosis. Rather, the diagnosis is made based on the results of all the clinical data attained. Dyslexia can be distinguished from other learning disorders by identifying the phonologic deficit. Family history and collateral data obtained from school and test results are essential. Tests to determine attention, memory, intelligence and math and language skills may be administered to establish the diagnosis.

DYSPRAXIA Developmental dyspraxia is an impairment or immaturity of the organisation of movement. It is an immaturity in the way that the brain processes information, which results in messages not being properly of fully transmitted. The term dyspraxia comes from the word praxis, which means, ‘doing, acting’. Dyspraxia affects the planning of what to do and how to do it. It is associated with problems of perception, language and thought. Dyspraxia is thought to affect up to ten percent of the population and up to two per cent severely. Males are four times more likely to be affected than females. Dyspraxia sometimes runs in families. Other names for dyspraxia include developmental Co-ordination Disorder (DCD). In some cases Dyspraxia is not identified until the child reaches secondary school. He/she may have managed to cope through their previous schools with only minor difficulties. However, the structure of secondary schools may prove to be too difficult for the child and it is at this point that problems manifest themselves especially in view of the organisational skills that are required in secondary education. If Dyspraxia is not identified and the child enters secondary education there can be such a high incidence of low self esteem and disaffection that behavioural difficulties are evident. Symptoms can be seen as: •

Physical difficulties such as in P.E. with the child having difficulty with eye hand and eye foot co-ordination (e.g.ball skills).

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Poor posture, body awareness and awkward movements.

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Confusion over laterality with the pupil interchanging between left and right hand for different tasks.

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Poor short term visual and verbal memory - copying from the board, dictation, following instructions.

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Writing difficulties both with style and speed - frequently children have an awkward pen grip.

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Poorly developed organisational skills and difficulty with planning essays.

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Activities which involve well developed sequencing ability are difficult .

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Problems with awareness of time, students need constant reminders.

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Often have poor exercise tolerance, tire easily and may require longer periods of rest and sleep.

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Some children may have phobias, obsessive or immature behaviour.

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Sensitive to external stimulation, e.g. different levels of light, sound and heat intensity.

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Extremes of emotions, highly excitable at times and evidence of significant mood swings.

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Lack of awareness of potential danger, particularly relevant to practical and science subjects.

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Often loners and have limited development of social skills.