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See Do Learn based reading activity for an individual during time with Moderate intellectual disability and Autism
Understanding phrases to demonstrate the the pupil can identify the phrases that they can read by matching the phrases with the corresponding pictures.
Step 1 using the tangible materials phrase book to identify the following nouns and verbs the bear is sleeping, baby is sleeping, cat is sleeping, dog is sleeping
Step 2 using the immersive reader tool pupil reads each sentence on the screen separated with a large font and coloured background
Step 3 pupils click on picture dictionary for nouns bear, cat, baby ,dog and then repeat the phrase to consolidate knowledge of nouns and generalisation
immersive reader is used as a follow on activity.
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>See do learn</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Learning target</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Individual lesson in resource for pupil with moderate general learning disability</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Understanding phrases – to show that the pupil understand the phrases that they can read by matching phrases with the corresponding pictures</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Step 1 using the tangible materials_phrase books to identify the following</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>bear is sleeping, baby is sleeping, cat is sleeping, dog is sleeping.</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Step 2 pupils using immersive reader tool pupils read each sentence on the screen separated with a large font, coloured background</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Step 3 pupils click on picture dictionary for nouns bear, baby, cat , dog and then repeat the phrase to consolidate knowledge of nouns and generalisation.</p>
<p class=”MsoNormal” style=”margin: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”>Immersive reader is then used as a follow on activity.</p>Student Environment Tasks and Tools and focus on what is the appropriate and engaging assistive technology for the individual pupil.As mentioned above IEP s are used overall in identifying priority learning goals and in working with pupils with complex needs there will always be a priority learning need in communication skills and developing tools to support the pupil in terms of their communication goals. Snap Core is an AAC app. It is effectively picture communication symbols that is an iOS application
supporting the pupil in identifying simple verbs and using a full sentence with visual tools and action slides on the whiteboard with a voice over to augment learning
The level of literacy of our pupils is usually that of emergent reader or below and the challenge is to develop pupils oral language skills in addition to reading in a blended approach. Historically we work off an IEP format and that learning goals and an objectives for literacy and maths do not tend to be priority learning goals given the complex needs of our pupils . I have learnt lot on this course about what is available. For the level that our pupils are at is up is great to know that we are using tech if we don’t know it!
Literacy and numeracy tools for teaching pupils with a moderate intellectual disability
Kahoot games bundle is very engaging. It is very visual and the sound affects are very funny in numbers by dragon box. I have never used kahoot before as I thought it was too advanced for our pupils as I was unaware before this course of the volume of resources it contains. This would be useful in teaching simple additions and subtractions in Math.
In terms of literacy Edpuzzle could be used to create videos of the local environment with a simple voice over stating what each area is and the activity that takes place there. The pupils could have this to look at for homework for a weeks thematic theme and then continue the following week in follow up literacy activities in class. By using a variety of tools in supporting flipped learning we fulfil pupil potential. In order to fulfil staff potential it is vital to evaluate how we are teaching and to reflect on how these technologies are enhancing our pupils learning. Looking at school self evaluation in terms of CPD for teachers and what are the best tech tools available. In general the staff stick to liveworksheets.com for example and those they already know.
Cosan – life long learners
Yes I agree we are all life long learners . I think the framework is so important to encourage and validate CPD as an important tool in a teachers skill domain . Teachers as with any other profession can lose their enthusiasm for learning in addition to their daily work. We are always learning from the pupils, new ideas from new colleagues , new information on what tools and skills we can acquire to support the teaching and learning of our pupils. We rely heavily on our multi disciplinary team for support with speech and language difficulties , sensory regulation, adaptations , behaviour support and we learn from them. However it is vital that we acquire as much knowledge and skills ourselves to meet our pupils needs and remove as many barriers to learning as we can.
<p class=”p1″ style=”margin: 0px 0px 3px; font-stretch: normal; font-size: 28px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s1″ style=”font-family: UICTFontTextStyleBody; font-weight: bold;”>See do learn </span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Learning target</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Individual lesson in resource for pupil with moderate general learning disability</span></p>
<p class=”p3″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 22px; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Understanding phrases – to show that the pupil understand the phrases that they can read by matching phrases with the corresponding pictures</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Step 1 using the tangible materials_phrase books to identify the following</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>bear is sleeping, baby is sleeping, cat is sleeping, dog is sleeping.</span></p>
<p class=”p3″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; min-height: 22px; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Step 2 pupils using immersive reader tool pupils read each sentence on the screen separated with a large font, coloured background </span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Step 3 pupils click on picture dictionary for nouns bear, baby, cat , dog and then repeat the phrase to consolidate knowledge of nouns and generalisation.</span></p>
<p class=”p2″ style=”margin: 0px; font-stretch: normal; font-size: 17px; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s2″ style=”font-family: UICTFontTextStyleBody;”>Immersive reader is then used as a follow on activity.</span></p>Universal design for learning picture
A Picture paints a 1000 words. This clearly shows that one size does not fit all. We all need to look at the papers as individuals and how they learn differentiation is always the Key to success
Use of immersive reader with some of our more literate pupils will be of significant use for teaching and learning. The following features would be of use in the classroom:
I like the focus feature to break down and highlight once a few sentences at a time and changing the background colours really make a difference to visual processing for dyspraxic/ dyslexic and visual impaired pupils in our school.
I would safely say that the most useful feature in my work is the picture dictionary tool for learning.it is so simple and easy to navigate without having to go into a file to look up catégorie which is often how other programs work. This is often very distracting and then leads to confusion or lack of focus which ultimately impedes target learning goals.
I have never seen this program before and I think it will be very useful and I look forward to implementing it in the classroom, probably at individual resource level as it is appropriate for use with only a portion of our pupils.
Part two
Student/ Environment/ Tasks/Tools
A baseline of what the pupil can do and what is the next stage of learning. For SEN learners it is more about what is a priority learning goal in subject areas as often pupils are functioning at a pre literate or numerate level that most likely is not at the pace of their peers if they have an intellectual disability . Individual education plans / student support plans clearly identify learning skills and needs through teacher observation/ interviews and class based assessments where standardised tests do not fit the pupil profile.
the environment is crucial as to whether the pupil has access if in a walker/ chair and is not separated from the group or if a pupil needs to sit on a cushioned seat or on a ball or another accommodation to promote learning. Sometimes the pull may need their own space – noise / lighting what sensitivities the pupil may have.What do you want the pupil to do and is it clear to them, is there a beginning middle and end and how do you control it if using assistive tech as I Pads can be particularly problematic to relinquish. So what tools to use. This is a challenge.
I also work in a special school for pupils with Moderate Intellectual disability, many of our pupils have a co morbidity of Autism and are non verbal. In terms of school self evaluation we are doing well with low tech tools such as visual scheduling and PECS. A few our pupils have devices such as Proloquo and snap core. What needs improving is identified as the use of assistive technologies for class teaching to provide opportunities for communication initiation and enhanced participation. Most of us do not have enough knowledge about what is out there to assist us in assistive technology! Whiteboards are often just used as sing along or matching activities – which are great but don’t promote individual communication. I am looking forward to exploring what I learn on this course. Assistive technology is more engaging and captures the attention of our learners in this digital age.