The SEN Task in Practice Part One, Primary Trainee Teacher
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The SEN Task in Practice Part One, Primary Trainee Teacher


When I got into the class
it was really obvious that Sam would be
a really useful child to use in the class
to help me learn about special needs because
he’s on the autistic spectrum. So I identified him. I spoke to my teacher a bit about it
but more I spoke to Pam who works really closely with him. And the discussed with her
his strengths and weaknesses and his needs and then
for the initial couple of sessions I was just observing
her working with him, so seeing what she does normally,
how she works. And she uses work sheets a lot because he gets distracted
by things quite easily so I try to follow that model. And then talked to her about what
things were working particularly so I’ve done work with him
on alphabetical order and money. He’s been doing quite a bit on money. And from that I came up with some
of my own sheets and resources and then ran those past Pam and then she’s been slowly letting me
have more and more time alone. She’s been there
so that he can get used me. Then as he’s got more and more
used to working with me on his own, I’ve done some more independent work. He can’t concentrate
for too long periods of time so it’s tended to be
10 minutes here and there. Lately it’s been more. I’ve been setting
the main teaching for the class and then going and just working 10
minutes with him in the classroom so I try to keep him in the classroom
as much as possible. Occasionally I take him out into the
library if he’s getting distracted. I think
it’s definitely been beneficial because I didn’t know
that much about SEN before and so definitely it’s helped me to understand a bit more
about the school’s approach to SEN, what’s in place there
and how they cope with it. It’s made me aware
of the importance of inclusion particularly for this child. I think I’ve learnt that almost
everything you do, that you teach can be adapted to include a child,
so everything can be simplified down whether it’s just in a science lesson of just drawing a picture
of an animal or something. Do you remember alphabetical order?
Can you read these words to me? – Bird.
– Good boy. – Cake, drum, and.
– Excellent. – Ant.
– Ant. So if we were putting them
in alphabetical order, this order, which one would go first? – Bird.
– Look at the letters. – A.
– Which one begins with A? – Ant.
– So can you write ‘ant’ just there? – There?
– Yes, just there. Good boy. That’s the first one
in alphabetical order. Which one goes second? Which one
goes second in alphabetical order? – Cake.
– Ant. Think about it. Look at the beginning letter. – Bird.
– Good boy. So that goes there. Bird. That’s lovely writing. So you’ve got ant, bird… Now which one’s going to come third
in alphabetical order? – Cake.
– Excellent. Good boy. Cake goes there. You’ve done really well. So you’ve got one more to do. Which one’s going to come last
in alphabetical order? – Drum.
– Drum. Brilliant. So we’ve got ant, bird, cake, drum.

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