Core skills for all teaching staff

This training package is called Teaching for Neurodiversity: Train the Trainer and it covers core skills for all teaching staff.

The resources have been developed to train individual members of staff in identifying and supporting learners with SpLD. As a package it also enables a member of staff to cascade training to colleagues in the educational setting.

The training involves:
1) Seeing the whole picture: recognising strengths as well as challenges.
2) Understanding neurodiversity and using a Combined SpLD Checklist to help inform the teacher's observations of pupils' needs.
3) Classroom support strategies to meet the needs of ALL pupils.
 

  • Training webinars

    Train the Trainer Webinars

    Part One: Seeing the Whole Picture.
    This session introduces and discusses the purpose of the Teaching for Neurodiversity training. It focusses on learner profiling and introduces a number of case studies as examples.

    Part Two: Understanding Neurodiversity - Primary and secondary (YouTube)

    Part Two: Understanding Neurodiversity - Post 16 (YouTube)
    The second session discusses definitions of neurodiversity and specific learning differences (SpLD), particularly emphasising how different SpLD co-occur. It introduces a combined checklist for neurodiversity/SpLD and discusses how this can be used in schools and other educational settings.

    Part Three: Classroom Support Strategies - Primary (YouTube)

    Part Three: Classroom Support Strategies - Secondary (YouTube)

    Part Three: Classroom Support Strategies - Post 16 (YouTube)
    The final session suggests a range of easy to implement strategies to help in making the classroom or learning environment more accessible to all learners.

  • Early Years and Primary

    Teaching for Neurodiversity: A Guide to Specific Learning Difficulties 2nd edition (pdf)

    Teaching for Neurodiversity: Engaging Learners with SEND (powerpoint)

    Sample Pupil Profile: Primary (pdf)

    Checklist/profiler

    A checklist or profiler is designed to be used as a first step in identifying the needs of learners who are achieving below the expected level in the classroom. They are quick and easy to use and do not need to be completed by the school SENCo; however, they are most effective when completed in consultation with the learner and/or their parent/carer.

    It should always be remembered that a checklist or profiler is not a diagnostic tool, they should be used to find out more about a learner’s needs rather than to provide a ‘label’.

    We want to encourage teachers to be open-minded and build a unique picture of their learner's needs in which a number of SpLD may overlap i.e. in terms of neurodiversity. This technique has the potential to result in a more tailored approach to meeting your learner's needs.

    It is particularly important that, once the checklist has been completed, suitable recommended actions/next steps are identified in consultation with the school SENCo and that support is put in place as quickly as possible. The SENCo will also decide whether further assessments need to take place.

  • Secondary

    Teaching for Neurodiversity: A Guide to Specific Learning Difficulties 2nd edition (pdf)

    Teaching for Neurodiversity: Engaging Learners with SEND (powerpoint)

    Sample Pupil Profile: Secondary (pdf)

    Checklist/profiler

    Checklist/profilers are designed to be used as a first step in identifying the needs of learners who are achieving below the expected level in the classroom. They are quick and easy to use and do not need to be completed by the school SENCo; however, they are most effective when completed in consultation with the learner and/or their parent/carer.

    It should always be remembered that checklists/profilers are not a diagnostic tool, they should be used to find out more about a learner’s needs rather than to provide a ‘label’.

    We want to encourage teachers to be open-minded and build a unique picture of their learner's needs in which a number of SpLD may overlap i.e. in terms of neurodiversity. This technique has the potential to result in a more tailored approach to meeting your learner's needs.

    It is particularly important that, once the checklist/profiler has been completed, suitable recommended actions/next steps are identified in consultation with the school SENCo and that support is put in place as quickly as possible. The SENCo will also decide whether further assessments need to take place.

  • Post-16

    Teaching for Neurodiversity: A Guide to Specific Learning Difficulties 2nd edition (pdf)

    Teaching for Neurodiversity: Engaging Learners with SEND (powerpoint)

    Sample Pupil Profile: Post - 16 (pdf)

    Checklists/profilers

    Not all students with neurodiversity will have been identified in primary or secondary school. If you suspect that a student has an unidentified SpLD, a checklist/profiler can be a useful place to start in exploring learning differences in consultation with the learner.

    It should always be remembered that checklists/profilers are not a diagnostic tool, they should be used to find out more about a learner’s needs rather than to provide a ‘label’.

    Both versions of the checklist are available electronically or as PDFs to be downloaded and printed.

    We want to encourage teachers to be open-minded and build a unique picture of their learner's needs in which a number of SpLD may overlap i.e. in terms of neurodiversity. This technique has the potential to result in a more tailored approach to meeting your learner's needs.

    It is particularly important that, once the checklist/profiler has been completed, suitable recommended actions/next steps are identified in consultation with the school SENCo and that support is put in place as quickly as possible. The SENCo will also decide whether further assessments need to take place.

     

     

  • Additional Resources

    English as an additional language resources to support the training in Webinar Part 1: Seeing the whole picture

    Distinguishing the difference. SEN or EAL?These materials are designed to enable schools to make more accurate assessments and provide more effective interventions for their EAL pupils. They contain a simple, five-step procedure for identifying the learning needs of EAL pupils, together with a set of supporting materials intended to save teacher’s time at every stage.

    Solihull EAL Tracker Key Stages 1 & 2The Solihull EAL Primary Tracker is an assessment framework which has been developed to support practitioners in tracking the progress of their English as additional language (EAL) learners in Years 7-11.

    Solihull EAL Tracker Key Stages 3 & 4

    Training ideas for staff teams on reading challenges (Jan 2017)

    5 stage model of English as an Additional Language Acquisition

    Additional resources to support the training in Webinar Part 2: Understanding neurodiversity

    Using the SpLD checklist to draft profile and strategies 

    Secondary EAL profile and planner 

    Complexity grid

    Literacy strategies SQ3RThe SQ3R strategy (which stands for Survey, Question, Read, Recite, Review) was developed to provide a structured approach for students to use when studying content material. This strategy has proven to be effective and versatile and can easily be integrated into many content areas and across grade levels. Students develop effective study habits by engaging in the pre-reading, during-reading, and post-reading steps of this strategy.

    The Dyslexia-SpLD Trust: Every Teacher is a Teacher of SEN resourcesThe Code of Practice states that all teaching and support staff should be trained and have awareness of quality teaching for students with SEN.  These webcasts and accompanying resources will support teachers and support staff in working with students with SEN.

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