SEN and other support information
Processes/Systems in JWPS to Support Students
Withdrawal, in-class and recess support, specialised remediation for students in the areas of learning, behavioural, as well as social emotional needs
Implementation of Individual Education Plans for students with high needs
Data-driven decision-making processes to inform students’ support and progress
Consultation to teachers to facilitate better understanding of the students’ needs and how to support them.
Case conferences with teachers and within the Case Management team to discuss support for students
Capacity building sessions for teachers and workshops for parents
Close home-school collaboration between teachers and parents
Collaboration with and/ or referral to MOE Educational Psychologists, external agencies and hospitals, and special schools
Autism
What is Autism?
Brain processes information differently or think differently
Delay in meeting developmental milestones
Is not an illness/ disease
There is no cure
People with ASD can LEARN skills to adapt
As the person with ASD grows, the nature and intensity of the behaviour may change
Core Characteristics
Social Interaction | Social Communication | Flexibility of Thoughts & Behaviour |
---|---|---|
Poor eye contact | Echo another person’s speech (echolalia); may confuse with pronouns “I” and “You” | Flapping of hands, spinning or spinning objects, head banging, staring at ceiling fans for hours, etc. |
Prefer to be alone; may interact with others but only to obtain objects or to talk about own stereotypic interest | May exhibit unusual speech pattern; use words without understanding their meanings | Difficulty coping with changes in routines, the environment, etc. |
Unable to understand other’s feelings | Use and understanding of language tend to be literal; unable to initiate and engage in a conversation |
Other Characteristics
Sensory
Medical
Learning style
Special Talents
Strategies
Simplify your language (Low, Slow and Show)
Incorporate visual support for communication
Provide appropriate level of prompt according to the need
Allow time to respond
Dyslexia (Specific Learning Difficulties in Reading and Writing)
What is Dyslexia?
Is a condition that makes it very difficult for children to read, write and/or spell
Often, weaknesses may be seen in areas such as of language development, memory and sequencing
Having dyslexia does not mean that your child’s ability to learn is below average
Biological / genetic
A difference in the part of the brain that deals with language
Brain processes information differently
Continues throughout life
Unlikely that a student will “suddenly” develop dyslexia
Cannot be cured but symptoms can be reduced
NOT due to bad parenting / teaching
Other Specific Learning Difficulties
Dyspraxia | Impairment/immaturity of organization of movement |
Dysgraphia | Immature fine motor skills development |
Dyscalculia | Impairment of ability to solve mathematical problems |
Characteristics of Dyslexia
Mispronunciation of words | Confusion over similar sounding words | Problems comprehending prepositions / connectives, information that require spatial conceptualisation | Outline/shape of word is similar to correct word but some letters are confused |
Words/phrases may be foreshadowed/telescoped | Misunderstanding the meaning of words that are within capacity of age range | Difficulties with sequencing | Reverses/mirrors letters, punctuation marks |
Confusion whether there should be one or two words | Difficulty with the rhythm of words, getting syllables in the wrong place | Confusion in processing requests / informatio | Letters may be correct but in the wrong order |
Strategies
Include multi-sensory instructions
Provide differentiated Instructions
Include repetition in teaching
Provide visual prompts
Provide movement breaks
Teach organisational skills
Praise everything that deserve praise no matter how small
Build on the child’s strengths
Attention Deficit Hyperactivity Disorder
What is ADHD?
Neuro developmental disorder caused by chemical imbalances in the brain
Affects more boys than girls
Often wrongly branded as being lazy, naughty, disruptive and mischievous
Only exhibit inattentiveness and impulsivity behaviour- Attention Deficit Disorder (ADD)
Main Characteristics
Inattentiveness | Impulsiveness | Hyperactivity |
---|---|---|
Difficulty sustaining attention | Blurting out answers before question have been completed | Cannot sit still or remain seated as expected |
Disorganised and lose things | Difficulty in waiting for turn in tasks | Fidgeting in their seat or playing with items |
Fail to pay close attention to details or make careless mistake | Often act before thinking | Always ‘on the go’ |
Strategies
Provide positive and timely feedback and praise
Teach organizational skills
Be clear and firm in rules
Have a fixed schedule/routine to help the child start on tasks
Break down big assignments/tasks into manageable chunks
Curb distractibility (such as seating away from doors/ windows)
Include multi-sensory instructions
Teach self-monitor skills