Welcome - Break the Ice

I am Peter Lindsell.

I currently work for a large supermarket (doesn't help you much) and I teach Science, Maths and Music privately. My wife is the Head of Learning Support at Twyford School (Indep. Prep.) and I have been allowed access to the school for a number of purposes, one of which is the whole school project. I have been a teacher for a long time reaching Deputy Head Level through Head of Depts.

I have already gathered some thoughts from the Head of Twyford as to what he feels would be of most use to the school and he immediately said DIFFERENTIATION (and yes he was very animated). I would like to consider the relationship between the teaching of specialist Learning support teachers and classroom teachers and how much of a two way street exists.

Hello Peter.
I would be interested to read your information. When I taught in mainstream school I had little support. Though times have changed, It would be good to get some info. on the new developments.

Hi

There are one or two things you should know about Twyford School.

It is an Independent PREP school. It is therefore not required to follow what happens in mainstream schools. These are referred to in school as 'state schools' rather to be looked down upon, think what you like about that, I have worked in both sectors! The Head has a stated aspiration for Twyford to be the 'best prep school for children with learning difficuties'. By their very nature Independent schools have a need to be the best at something and the new Head has decided that this is an area that the school has a major head start at and has an opportunity to steal a march on others. Looking at opportunities and threats I feel that there is a golden opportunity for me, as the head perceives the need for a ground up reappraisal of the LDD provision (the school has no statemented children) to understand the best vehicle for development.

As I am not employed by the school it has been necessary to try to gain some insight in to unique features of the school ( independent schools always incorporate features that make them stand out from the rest and make them difficult to understand) and I have started a small programme of focussed lesson observation for myself. This has yielded a need to sit in a dark room for a while I make sense of them! I have written them up and patterns are jumping out of the page. I have thought that a day tracking an LDD pupil for a day to see how different teachers relate to that child's difficulties would be interested and informative - for the future when I can secure permissions from all concerned.

There is, therefore, no information at present but wait and see what happens. Do give us a call if you fancy a chat (or anybody else for that matter!) - I have skype installed

I know what you mean about independent schools.

Hi it's me again Ian,
Hope all is well. Thanks for you help. I am Jessica and am now working on a volunteer basis. I teach Drama at the charity organization DRUM (disability recreation unity movement) and assisting in HIT (hertsmere Inclusive theatre). I also visit Chicken Shed for observations and supervision with Paul.

I am a Teacher holding a California credential, I've worked internationally in Education and in Theatre.

My project might be on the comparison of the three genre of inclusive theatre DRUM(Exclusive),HIT (developing inclusive theatre group) and Chicken Shed ( the outreach and seasoned Inclusive theatre)looing at their goals, needs, and achievments.

Hi ,
I should probably try to break the ice too.
I’m Mihaela and I've just enrolled for the SEBD module. I work in a Children’s Centre in Brent, London, as a Senior Practitioner. We have quite a few children with disabilities, some severe and a few mild ones; this has a huge impact on children’s behaviour and helped me decide which module to go for.
Before coming to UK, I taught for about 3 years in a couple of mainstream schools in Romania. The educational system is very different over there and, when I first started working in UK, I was really surprised to see how behaviour is managed here. I took every opportunity to go for every CPD training courses regarding behaviour but I know I have much more to learn. So I’m definitely looking forward for my SEBD studies.

Thanks for starting and introducing yourself.

Hello,

I just signed up for the May 10 cohort, PDT4091.
Could someone tell me if this is the right group for me?


Willem
Dubai

Hello Willem,
Yes you are in the correct group for the May cohort. It'll be good to get to know more about what you do.
all the best,
Jessica

Well hello then Jessica and others,

My name is Willem van der Sluis, 36yrs, born in The Netherlands.

I work for private international schools, currently for the GEMS World Academy in Dubai (UAE) (http://www.gemsworldacademy-dubai.com/) one of the modernest schools in de world, with a full IBO curriculum. It's a new school and in August 2009 I started to set up a new SEN program for grades Nursery - 12 (3-19yrs), being the head of SEN, SEN coordinator, TA trainer and teacher. Next to this I work for the IBO Cardiff as Language IB DP A1 examiner. Previous places I lived are Dhaka (Bangladesh) London (UK), Hammerfest(Norway) and I was teacher in the ghetto's of Rotterdam - The Netherlands. Next to teaching I write children books, more information you can find on my website http://www.willemvandersluis.net/ENGLISH/

The focus of my project? As new department we are ordering new assessment tools. I would like to do research to the international accessibility of SEN assessment tools comparing the use of these materials in international schools and in a country like Bangladesh. But how and what precisely, is a question.

All the best with your study, and I hope we could come to good discussion here in this forum.

Willem

I was very interested to see that you work in an international private setting. I would be very interested to understand the issues that you have had to deal with in setting up a provision. What diagnostic/ assessment tools have you looked at? I have just spent a day compiling WIAT II scores onto an SEN database as a freebie day to help my wife (also my workplace advocate)who is fairly snowed under. It taught me a tremendous amount! - well worth it. All going into my diary!

Peter

Hi Peter,

The first three months (Aug-Oct 2009)just worked on the documentation, and I also visited other schools in Dubai (in Dubai there are only private schools) to see what kind of tools are being used in other SEN departments. One of the departments trained me in using the Woodcock Reading Mastery Test, and I started to use this test in Nov 2009. Next to this I used data from the EAL department who used the BRI reading test. End November 2009 I started using LASS (Lucid). This test is to diagnose Dyslexia. I don't diagnose, but I use this test as screening and monitoring tool.

In december 2009 I ordered WIAT III, Bregance, Naglieri and British Picture Vocab. The first (WIAT III) I didn't look at yet, but I will use it next academic year. The Bregance is not delivered yet. So I started with Naglieri, a non verbal ability test, EAL friendly....good to use in international setting. The British Pic is used by our Speech and Language therapist. With British Pic and Naglieri together it is possible to find dyslexia or dyspraxia symptoms.

Currently I work on a system to find the best way to communicate with teachers about test scores and to show the evidence of progress, I created some methods using Excel. Next year I will be working on the communication between parents and my deparment about test scores.

I try not to label, but to work with the symptoms. To back up my support I also work on creating an outside network with institutes and therapists, who can assess with WISC IV for example. I share IEPs with them and parents.

Now, I found the focus of enquiry I will work on this module. It will be creating a method to involve (SEN) students in the whole stadardized assessment procedure, this with the IBO PYP curriculum in mind.

How do you compile the scores? What programs are you working with, and is it easy to see and explain evidence progress?

Willem
Dubai

Dear Willem

Thanks very much for your reply. Much of the evidence and guidance comes from Ed. Psych. reports which contain a full WISC. The department does annual WIAT testing backed up with suppplementary tests for processing speed/ memory etc. and WRIT as required or indicated. The information is collated into a segmented by year group EXCEL spreadsheet for planning and record keeping purposes. Hard copies are of course retained. It is important to only keep raw/standardised data rather than opinions on computer for data protection/ privacy reasons.

The programs used depend upon the expertise of the individual specialist teacher. I should make a list of all used. Mental note to myself! The department is generally well resourced and programmes are dug out when a need is identified. Rather a good way of forgetting what you have got! The phrase 'I forgot that we had that' happens often!

The school has a new Head and there is very much a feeling around that things should be reinvented from the floor upwards but I feel in some ways that a considerable number of 'babies' could be thrown out with the exodus of the 'bathwater'. I do think that a process of producing more standardised routes to diagnosis using co-normed tests would be helpful particularly in solving the problem of constantly reinventing the wheel for each child.

Hope that this plugs some gaps.

Peter

Hope that this helps fill in some of the gaps

I have woked at international schools in Asia and have developed programmes and curriculum for both special needs and mainstream. Alot on setting up for the Wasc acceditation.

It would be interesting to hear you opinion on things for future discusions

Hi Jessica,

see reply above.

What is the WASC? What methods did you use? Interesting!

Willem
Dubai

My name is Myette Whalley but professionally I go under the name of Myette Godwyn (Godwyn being a performing family name). I am the Director an inclusive youth theatre, Whirlwind Theatre for Children based in Lancaster at a busy arts centre called The Storey Creative Industries Centre. I have worked in theatre for many years as an actress, touring, in Rep, Theatre –in- Education, Summer Seasons and a small amount of TV mainly as Skin Characters. I started directing plays and writing in the last few years. I formed Whirlwind Theatre in 2000 for a Community project with 60 local children for Cannock Chase mining museum.
     When moving to Lancaster we set up a yearly inclusive summer school producing several plays including Light House Keepers Lunch, Toad of Toad Hall, The Selfish Giant, Around the Pond in 80 days and Brilliant the Dinosaur. And have developed to have weekly youth theatre of around 22 young people ranging from 4 – 15 years of age. A percentage have learning difficulties such as ASD, related physical impairments, hearing loss and one of our staff members is blind. Our performance standards are very high and each young member of the cast works alongside professional in theatre and music.
    I have been developing our inclusive practice over several years and am constantly reviewing what we do including teaching and communication skills. Part of my development is working towards The MA (ed) Inclusive Theatre and have enjoyed the first half with Chicken Shed theatre Company. As part of my development I am also looking to be apart of the Young Vic’s Directors Programme and excitingly have been invited to their welcome meeting this week.
    I want to develop Whirlwind Theatre’s style of theatre, using visuals, masks, puppets and sounds, which can communicate to all, not just with words and text. I am often challenged in way I communicate because of the amount of children with Autism. I want to explore how tribal forms of theatre portray stories, emotions, information in a physical and visual way, understand how we react to body language and how this changes with different impairments and use my research to develop the inclusivity and teaching methods within my company.
    Whilst I would like to take this research further into my dissertation I want to start with the action enquiry working and developing my own teams teaching methods, developing the visual style of performance within our next production. Also developing the youth input into the programming and overall look of shows.
   Have a look at my Website on www.whirlwindtheatre.org.uk there are links to the blog with my new updates (director’s notes) and the facebook group. I am looking forward to starting this module.

Hi Myette,
It's a pleasure meeting someone in the similar concentration- theatre. I have Paul Morrall with chicken Shed supervising This action enquiry. We will be looking at three types of inclusive theatre. Analyzing the similarities, differences, and taking a critical look at their needs.

I would love to know more about your group. I'll soon visit your site. It's interesting that you brought up other ways to communicate on stage without using words. I am currently demonstrating that with one of he groups I'm teaching. We just finished a session on sounds. One challenge I did have was participation, almost resistant to exploring with some of the workshop activities. They are a group of adults. They were more inhibited than the children usually are.

Could you give me some feedback on what I could possibly do to break them away from this negative attitude and/ or inhibition?
Jess

They couldn't stand the masks. One of them wanted to stomp on them. I managed to turn that around, but I could use some input for the other issues.
  

Try using physicality and characture charaters first - leading movement by a part of the body around the room. Mask work can produce an emotional responce in many so be gentle. Some feel being enclosed in a mask very distressing especially those with ASD type brains. Try getting them to draw faces first or making a character out of clay so they get used to an external faces. Talk about the charaters and how they might move... Build this up slowely - no rushing and be in control.

Hope this helps Jessi Jac

thanks had a better day. Your pointers helped. thanks a lot.
jess

Try using physicality and characture charaters first - leading movement by a part of the body around the room. Mask work can produce an emotional responce in many so be gentle. Some feel being enclosed in a mask very distressing especially those with ASD type brains. Try getting them to draw faces first or making a character out of clay so they get used to an external faces. Talk about the charaters and how they might move... Build this up slowely - no rushing and be in control.

Hope this helps Jessi Jac

It takes a longtime usually adult need a great deal of encouragement as they are more self conscious and also with set ideas. Usually funny games are good getting them laughing and feeling 'included'. Building slowly on improvisation until they get used to a performance space. Many adults with learning difficulties have been excluded for a long time and need a great deal of praise for small achievements. These can be huge steps for some.
Hope this helps!!!

I have just sent my plan to Ian Terrell & Paul Morrall by e-mail. Not sure if this is where I was supposed to send it... Could someone please let me know where I attach work for submission. Thank you!

Now I'm worried as on all other information given the hand in date for plan was the 7th and I have now seen one saying the 4th.

Hello everyone,

Welcome to the online community/space where we're you are going to be discussing and really bringing much of the online element together for your studies.

My name is Hamish Scott-Brown nad along with Sue Burgess we'll be supervising your studies for this element. My background is in online learning and facilitation of learning along with an earlier background in teaching (primary sector) For the last 10 years I have been working wholly online in virtual spaces and (to be honest) done no face to face teaching since I left mainstream school in 1999. I worked with Dr Terrel (Ian) on two large projects "Talking Heads" (the NCSL's online HTs community) and as a Principal Lecturer at Anglia Ruskin University on the BA Learning Technology Research degree (again wholly online delivery) until August 2009 when I chose to leave the faculty.
My background as well as teaching and e-learning is pretty much visual based....graduate in Photography & Film from Bournemouth and Masters Graduate in Photography and visual semiotics , so linking the education side along with the technology and all things visual I where I fit in (or see myself fit in :-)

For some of you the online virtual env side of things may be new and for some it may not but I do want to just stress here, that if you are feeling a little apprehensive of what might be a new side of things and way to converse and communicate....please don't worry - it's normal to feel this way and we'll soon all be pretty comfortable with this way of working. Im planning on being around for approx 3-4 hrs a week or so just to help everyone....a colleague of mine (Stephen Heppell) once likened what online facilitation was as being the perfect host at a function suite or gathering who was able to introduce and facilitate meaningful discussion with relative strangers..... so although we'll never meet , think of Sue and I as 'positive ghosts in the machine' :-)

So....no more blether from me but let's just wait till we all introduce ourselves and then get underway.

I wish you all the very best for your studies

Hamish

Nice meeting you Hamish. I look forward to reading your inputs.

Hi

I do feel apprehensive as I find this site confusing with huge amounts of information... Need to understand clearly what I should be doing at any one time so as to not miss dealines. Talking hopefully to Paul Morrall at Chickenshed later today.

Myette

I have sent you several e-mails with attached Action Enquiry work. I have a deferral until September the 9th as I had to stop last year due to family and health issues. I have started from the begining again, although have findings from practical research last year - so an move forward quickly. Please can I have your feedback on each section. Can't find the area where I post things apart from this - can you advise me please. Just sent my Professional Autobiography and not sure if I have done it correctly can you get back soon please. Where do I upload stuff as am supposed to have discussion for unit 3 included in portfolio? Many Thanks

Myette

I have sent you several e-mails with attached Action Enquiry work. I have a deferral until September the 9th as I had to stop last year due to family and health issues. I have started from the begining again, although have findings from practical research last year - so an move forward quickly. Please can I have your feedback on each section. Can't find the area where I post things apart from this - can you advise me please. Just sent my Professional Autobiography and not sure if I have done it correctly can you get back soon please. Where do I upload stuff as am supposed to have discussion for unit 3 included in portfolio? Many Thanks

Myette

Hi all,

Is it possible to use the Action of Enquiry subject you choose, also as subject for the Dissertation?
What is exactly the difference between the AoE and the Dissertation?

Thanks,

Willem
Dubai

What a great collection of experience and contexts! Well done everyone for coming here.

The Action Enquiry module (see the module guide) contains a lot of material on Research Methodology and Procedures which are introduced for the first time. It does this in a practical way of taking you though an individually negotiated research project about actions you are taking in practice.


The dissertation module has greater degrees of autonomy and independence so that choices about research are not limited to the action enquiry approach and style.What you include is more determined by you. It is a "project" based module though.


The dissertation can be a conclusion (summative/summary) of two earlier module projects bring them together as a third element in its won right. (WE need to guard against having too close a copy of the earlier works though and a new angle or development must be clearly shown)


Alternatively for some it could be a different topic/subject and focus.

They are similar however but should show progression (from 2nd module to 3rd) in achieving the MA criteria for in depth knowledge, analysis, research skills and new insights.

Dear Dr. Ian,

Thanks for your prompt reply. After reading it I don’t feel that stupid anymore, worrying that it was a silly question.
 
Thanks for the explanation it really helps me (and I hope others) a lot.

Willem
Dubai

Hi everyone - I’m Sue Burgess and along with Hamish I’ll be supervising your studies.
My teaching background is in English and Media and I’ve also been Head of Faculty, Assistant and Deputy Head (Teaching and Learning) in a variety of secondary schools. Currently I’m a national consultant for Functional Skills; subject consultant for English and Media for Ofqual; one of a small team of colleagues appointed to deliver the education programme of the 2012 Olympic and Paralympic Games and run my own ‘wellbeing clinic’ –counselling, Aromatherapy, Reflexology, Indian head massage ... working with corporate and private clients.
I wish you every success but above all I hope you really enjoy the experience and gain much from it.
Speak soon :)

Hello Sue.
It's a pleasure meeting you. Boy, I could use some aromatherapy right now. Could use explain Ofqual please? Thanks.

Hi Sue and Hamish,

Boy, then give me the Indian head massage....never heard of it..but sounds good.

You will receive my AoE plan soon, almost ready.

Willem
Dubai

Thanks for your plan Willem - I've just received it and look forward to reading it.

So, Ofqual is the Office of the Qualifications and Examinations Regulation - they regulate qualifications, exams and assessments in England eg GCSEs, A levels, Diplomas ...

In case you might be interested we have Mehtab Culling in the Hotseat in the Gifted area this month, 7th - 28th. She is Education Consultant for the National Academy for Gifted Children and an experienced teacher, examiner and psychotherapist, with 13 years of teaching science at secondary schools and knowledge of the primary and independent sectors. She also has experience in training, consultancy and project management on educational projects; working with teachers, young people, parents and community groups. She was the Diversity Awareness Manager for Milton Keynes Racial Equalities Council and for the past two years has been Centre Manager for ADEC, (the Development Education Centre for Aylesbury and Bucks) and Regional Consultant for the DfID London and the South East Region Development Education Centres.

back later

Sue

Hi Sue,

I just saw your comments. Sounds interesting to me....the hotseat.
I have revised the plan with my advocate...and handed it in again.
Now to work on the Needs....1000 words about where I come from and what the needs are?
Is that right?

Thanks Sue.