Students with Specific Learning Difficulties

Description of Student
  • The student may display some literacy difficulties, particularly reading and spelling.
  • The student may find recording difficult and display poor handwriting.
  • The student may display difficulties in structuring and organising their work.
  • The students may display inconsistencies in their attainment, particularly in core subjects.
  • The student may display some sensory processing difficulties.
  • The student may display social, emotional and mental health difficulties which require further support/intervention.
  • The student may display difficulties with attention, concentration and behaviour.
  • Specific Learning Difficulties can include: Dyslexia, Dyspraxia, ADD and ADHD.
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2).
  • Whole school awareness and understanding of how to support students with SpLD.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum according to the students’ individual needs.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons in order access the lesson content and develop independence.
  • May require scheduled meetings, visits and observations from external agencies.
  • May benefit from focused/small group intervention from Aspire which specifically address their area of need, such as literacy and numeracy.
The learning environment
  • Sensitively placed when working with peers.
  • Staff to consider individual seating arrangements.
  • Simple changes to the ordinary classroom setting to support individual differentiation.

 

Partnership with parents, carers and other agencies
  • Involvement from other external agencies when necessary.
  • Review meetings with the young person, parents and external agencies (as appropriate).
  • Staff training e.g Worcestershire Dyslexia Pathway training.
Progress indicators
  • The student is able to access curriculum content.
  • The student’s levels of progress are improving and working towards achieving their expected levels of progress.
  • The student is fully integrated in lessons.
  • The student can successful apply a range of strategies which helps develop their learning and achieve independence.

 

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