In this article, we will cover what dyslexia is, how to spot the various indicators of dyslexia in different age groups of children and what to do if you suspect your child has Dyslexia.

What is Dyslexia in Children?

Dyslexia in children often involves difficulties with word recognition, spelling, and decoding abilities. The challenges faced by children with dyslexia are primarily associated with problems in phonological processing. 

Diagnosis can be difficult until a child shows definitive, long-term signs. It may go undiagnosed well into teen years or adulthood; some people with dyslexia may even hide their difficulties, meaning that they don’t receive the necessary support. It is important to note that dyslexia is not related to intelligence; individuals with dyslexia often have average or above-average intelligence.

Understanding the signs of dyslexia is crucial for parents and educators to provide timely support and interventions, setting the foundation for effective learning strategies that are tailored to the child’s needs.

Dyslexia in Toddlers

Identifying signs of dyslexia in toddlers (ages 2 to 4) requires a keen observation of early language and literacy development. While variations in individual development are natural, certain indicators may suggest the need for closer attention to potential dyslexic traits in toddlers, such as:

• Delayed Speech Development: Toddlers with dyslexia may exhibit slower speech development than their peers, struggling with acquiring and pronouncing words.
• Rhyming Challenges: Difficulty engaging in rhyming games or recognising rhyming words is a potential early sign as phonological awareness develops during these formative years.
• Limited Interest in Alphabet Activities: A reduced interest or reluctance to engage with alphabet-related activities, such as learning the names of letters or associating them with sounds, may be indicative.
• Difficulty Remembering Words: Toddlers with dyslexia may have trouble remembering and recalling familiar words, impacting early vocabulary development.
• Speech Sound Errors: Pronunciation challenges, including persistent speech sound errors, may be noticeable as the toddler attempts to communicate verbally.
• Delayed Motor Skills: Dyslexic toddlers might also display delayed fine motor skills, affecting activities like holding a crayon or pencil, which can be linked to challenges in letter formation later on.

It’s essential to approach these signs with sensitivity and recognise that variations in development are to be expected. However, if multiple signs persist or become more pronounced over time, consulting with a paediatrician or early childhood development specialist can provide valuable insights and guidance for further assessment and support. Early intervention plays a crucial role in mitigating the impact of dyslexia, enhancing the child’s overall language and literacy development.

Signs of Dyslexia in Kids

Dyslexia in kids aged 5 to 12 manifests as distinct challenges in acquiring foundational reading and writing skills. While each child develops at their own pace, certain signs may indicate potential dyslexic traits during these crucial formative years. Identifying signs of dyslexia in kids of this age involves recognising challenges in reading, writing, and language skills that may impede their academic progress. Here are specific signs to observe within this age range:

Recognising these signs in the context of a child’s overall development is essential. Early intervention, specialised support, and collaboration between parents and educators can help to ensure a dyslexic child’s academic success and emotional well-being during these critical years.

Looking to Learn More?

If you work closely with children and young people, it can help to have a deeper understanding of dyslexia and how it affects those you work with. Check out our Dyslexia Awareness Course to expand your knowledge on what dyslexia is and how to support in improving outcomes for children.

Signs of Dyslexia in Teens

Teens with dyslexia may face increased challenges as academic demands intensify. Identifying dyslexia in teenagers involves recognising reading, writing, and academic difficulties that impact their educational journey. Recognition during adolescence is crucial for tailored support. Here are specific signs to observe within the 13 to 18 age range:

Identifying these signs during the teenage years is crucial for providing tailored support and accommodations to help teens navigate academic challenges and promote their overall well-being.

What to Do if You Think Your Child Has Dyslexia

If you suspect your child has dyslexia, seek professional evaluation. Educational psychologists or specialised assessment centres can provide a diagnosis. Support strategies include personalised academic plans, extra exam time, and specialised teaching methods. Schools may offer interventions, such as reading specialists or speech therapy. Additionally, parental involvement and fostering a positive attitude towards learning can significantly benefit children with dyslexia.

To find out more about supporting children with dyslexia in the classroom, take a look at our article: How to Help a Child with Dyslexia in the Classroom

Early identification and intervention are pivotal in empowering children with dyslexia to navigate educational challenges successfully. By understanding the signs and taking appropriate steps,
parents and educators can create a supportive environment for children with dyslexia to thrive.

What to Read Next:

• How to Avoid Dyslexia Discrimination in the Workplace
• Dyslexia Awareness Training
• 8 Useful Apps to Help with Dyslexia
• How to Help a Child with Dyslexia in the Classroom
• How to Help a Child with Dyspraxia in the Classroom

The post Recognising the Signs of Dyslexia in Children appeared first on The Hub | High Speed Training.

Recognising the signs of ADHD in children can allow for an early diagnosis, meaning that the right help and guidance can be arranged to support the child and those around them. There are many different strategies which can be used to help children with ADHD feel understood and allow them to experience full and happy lives.

In this article, we will look at some signs that may indicate a child has ADHD and offer advice regarding the next steps to take if you notice a child in your care displaying these.

What is ADHD in Children?

ADHD is a neurological condition which can impair social and cognitive functioning in everyday life. However, the exact cause of ADHD isn’t completely understood, though it is often linked to genetics. The likelihood of a child having ADHD can also be influenced by factors such as their home life or childhood trauma, such as premature birth or prenatal exposure to substances such as alcohol.

The signs of ADHD in children tend to differ slightly from those seen in adulthood and can often be easier to spot. In many cases, a child’s symptoms will become noticeable when they start school, especially when teachers and support staff are well-informed and know the signs to look out for. Often, some of the first indicators may be a lack of concentration, finding it difficult to sit still or follow instructions, or displaying hyperactivity.

In comparison, adults with ADHD may experience restlessness rather than hyperactivity. They may find it challenging to focus at work or manage their time effectively and may experience frequent stress or anxiety. This is why it can be more difficult for adults to receive a diagnosis, as they may push aside these symptoms and accept them as a normal part of adult life.

Different Types of ADHD

ADHD can be categorised into three types:

• Inattentive: in these cases, children may lack focus and often appear to ‘drift away’, meaning they miss important information and instructions. They may also appear forgetful and disorganised.
• Hyperactive-Impulsive: children with this type of ADHD may show more physical symptoms. They may be overly active, speak more frequently than their peers, or fidget a lot, finding it difficult to remain still and engage in calm activities.
• Combined: some children may show a combination of both types of the condition. In these cases, as there are more signs to look out for, it can be easier to diagnose.

It is also worth noting that regardless of the type of ADHD a child experiences, the symptoms tend to differ slightly depending on gender. Boys are around three times more likely to be diagnosed with ADHD than girls. This may be because the symptoms displayed by girls are often more subtle and tend to be linked to internal concerns such as anxiety, inattentiveness and disorganisation, which can be more difficult to spot.

To find out more, take a look at our article: How Does ADHD Differ in Females?

Signs of ADHD in Toddlers

Although many children are diagnosed with ADHD when they begin school, it is possible to notice signs and symptoms when they are younger. Many parents and carers will know that toddler-aged children are, by nature, always on the go. It can be difficult to know when potentially normal, excitable toddler behaviour becomes a cause for concern.

While most toddlers tend to be lively and active a lot of the time, a toddler with ADHD may display these behaviours even more frequently. They may feel a need to move constantly and appear overly energetic. They may only play with a certain toy or engage in a certain activity briefly before moving on to something else. Other potential signs include struggling to enjoy quieter activities such as reading a book or sitting still to eat their dinner.

As mentioned above, many of these behaviours can be expected of children in this age bracket. However, if these behaviours seem extreme or are particularly noticeable compared to their peers, it may be worth seeking further advice or guidance.

Signs of ADHD in Children and Preteens

As children begin their school years, it can be much easier to recognise the signs of ADHD as their behaviour may stand out more obviously against that of their peers. In some cases, especially in hyperactive-impulsive children, they may get in trouble due to their behaviour, which can appear disruptive. This is why teaching staff need to understand the condition and be able to recognise when they may be dealing with a case of ADHD.

Children with ADHD can find everyday life challenging. They can struggle to follow the rules and routines outlined for them, and disorganisation can lead to issues with homework. In many cases, children will struggle to regulate their behaviour, and this can lead to difficulties in forming friendships. At home, frustrations at school may cause some children to become angry, and they may project their feelings onto their parents/carers or siblings.

Another indicator which may be recognised at this stage is the child’s academic performance. Children with inattentive ADHD are likely to miss important information shared in class, and they may struggle to focus on a task, meaning they find it difficult to demonstrate their abilities.

In cases where ADHD is left undiagnosed, these challenges can become serious barriers to learning. However, with early intervention and the right strategies, children with ADHD can access education, build relationships and make superb progress alongside their peers.

Looking to Learn More?

Our ADHD Awareness course can help anyone who works closely with children to understand more about what ADHD is, how best to recognise it, and which strategies are available to support children.

Signs of ADHD in Teenagers

The teenage years can be challenging for various reasons. Young people at this stage are experiencing many changes, including both physical and emotional changes. Plus, at school, they may feel under increased pressure to perform well as exams approach. Relationships can also become more complex at this stage, so, understandably, teenagers who are also dealing with symptoms of ADHD can find this a really difficult time.

Often, as young people enter this stage of their lives, symptoms such as hyperactivity tend to decrease. Instead, this can present itself as risky and impulsive behaviour, with some research suggesting that teenagers with ADHD are more likely than their peers to experiment with drugs and alcohol.

Without the correct support and intervention, teenagers with ADHD can continue to struggle with their academic performance, as there is more for them to remember and subjects become more difficult. If you teach young people with ADHD, take a look at our article, which provides teaching tips and strategies to help you offer the right support. 

It is also worth noting that it can be common for teenagers with ADHD to experience other mental health issues, such as anxiety and depression. Girls, in particular, may experience issues with self-esteem and confidence, so it is important to understand how to support young people in these circumstances. Take a look at our article: How to Help a Child With Anxiety in the Classroom to learn more.

What to Do if You Think a Child has ADHD

As we have seen, ADHD can present itself in many ways, and no two children will experience symptoms in quite the same way. The good news is that as a parent/carer, teacher, social worker, or any similar role, it is not your responsibility to diagnose ADHD yourself. Similarly, you are not expected to create a support plan for the child alone. Instead, it is important to seek professional help and advice, and luckily, there is plenty of support available.

If you suspect a child in your care may have ADHD, it is a good idea to gather some notes about the signs and symptoms you have noticed. It can be helpful to share your concerns with others involved in caring for the child. For example, if you are a parent/carer and suspect your child may have ADHD, ask to meet with their teacher, who may draw upon advice from the school Special Educational Needs Coordinator (SENCO). Together, you will be able to share thoughts and concerns and begin to build a clearer picture of the child’s behaviour.

Ultimately, any concerns will need to be shared with a healthcare professional. In the first instance, this is likely to be a GP. A GP will then be able to explore the issue further and begin to involve other professionals if necessary. In time, a support plan can be developed to help the child and those around them to understand the condition and how best to manage it moving forward. 

How to Support a Child with ADHD

One of the most effective ways to support a child with ADHD is to increase your understanding of the condition. This will allow you to understand their behaviours better, appreciate how they may be feeling and gain awareness of the challenges they face. Our article: ADHD Myths and Facts will help you to discover more. 

Below are some tips to help you get started with supporting a child with ADHD: 

• Be patient: especially with younger children and preteens, their behaviour may be challenging. However, it is important to remain as calm and patient as possible, as your frustration will only make the situation worse.
• Offer regular prompts: some children will easily become distracted and lose focus, so it is important to keep an eye on them and calmly remind them of the task.
• Show understanding: if a child struggles to regulate their emotions or behaviour, try to show empathy and understanding to help them understand their feelings better.
• Ensure support is in place at school: school staff must know if a child has ADHD. A support plan and strategies must be in place for the child to navigate this potentially challenging environment.
• Take time to explain boundaries: in some cases, a child with ADHD may not fully understand why their behaviour is unacceptable, and taking the time to calmly explain the situation and help them realise an alternative action can be beneficial.
• Share information: the more information made available about strategies which work with the child or particular challenges they face, the better. This means that all those involved in caring for the child can create a secure support network.

Recognising the signs and symptoms of ADHD can be challenging. However, it is important to remember that if you think a child in your care may have ADHD, you are not alone in dealing with it. There are many strategies which can significantly help a child with ADHD to navigate the world around them and understand their symptoms better, and working together to put a support plan in place is the best course of action.

Further Resources:

• ADHD Awareness
• ADHD Myths and Facts
• How Does ADHD Differ in Females?
• Managing ADHD in the Classroom: Teaching Strategies and Tips
• Recognising the Signs of Dyslexia in Children

The post Recognising Signs of ADHD in Children appeared first on The Hub | High Speed Training.

In this article, we will outline what a now and next board is and why you might use one at home or in the classroom. We will also explain how to use a now and next board successfully and provide a free template for you to download.

What is a Now and Next Board?

A now and next board is a tool that helps children to understand what tasks they are going to do and when. The boards have two parts, one side shows what is currently happening and the other shows what is going to happen. 

The boards contain the words ‘now’ on the left hand side and ‘next’ on the right hand side. Parents or teachers place an activity that needs to be done, such as tidying up, bathtime or homework, above the word ‘now’ so that the child knows what they are expected to do. Above the ‘next’ side will be the next activity the child will do.  

Once the ‘now’ activity or task has been completed, you can either cross through the visual drawing or remove it from the board. Depending on what works best for the child, you should then communicate to the child that the activity is done and you will be moving on to the ‘next’ activity or task. For other children, it can aid focus and independence when the child moves the activity on themselves.

The boards come in a variety of different styles and can be tailored to suit the child’s needs. Now and next boards can be done on whiteboards and you can draw the visual aid yourself. Alternatively, you can print out images depicting different tasks to place on the board. Other boards can be printed or laminated with interchangeable activities. Now and next boards can also be extended to now, next and then boards depending on the child’s needs and how many tasks they can manage.

Why Should we Use Now and Next Boards?

Now and next boards are a great way to help parents or teachers break down instructions and daily routines into clear steps for the child to understand. In this way, the child can see what is expected of them and when, promoting their independence and responsibility for certain tasks. 

Breaking down information, such as tasks, into ‘chunks’ can help support their working memory and can reduce cognitive overload. Separating tasks to be done one at a time and in order, reduces a seemingly large workload into small, manageable chunks. 

In addition, if a child understands what is happening now and what is going to happen, it can help to reduce their anxiety around change and uncertainty. This also helps the child to focus on what they are supposed to be doing ‘now’, knowing that they don’t have to worry about the ‘next’ task until they are finished. 

Now and next boards can be used at home and in educational settings, therefore parents and teachers can both benefit from them. It is a great way to prompt and encourage children to complete the tasks independently. 

Supporting Autistic Children with Now and Next Boards

Transitions and changes can cause a great deal of anxiety for many autistic children. Changes to routines are sometimes unavoidable, so using visual aids, such as the now and next board, can help the child understand what is happening and what is being asked of them. Making the child aware of what is going to happen can also give the child time to process and become familiar with the task. 

For some autistic children it is important to give concrete times and stick to them. For example, if you say they will read for 20 minutes, it must be 20 minutes. Words like ‘soon’ or ‘later’ are terms that some autistic children find hard to understand. 

When communicating with an autistic child, it is important to use a method of communication that they prefer. This will differ between children but for some, visual aids are the most accessible. Now and next boards can help to overcome communication challenges as they use visual information, rather than just speaking. They are also very simple boards that make clear what is happening now and what is going to happen, without adding confusion with unnecessary information. 

Another way that now and next boards can be helpful for autistic children is by including their interests. Autistic children often have intense interests, sometimes referred to as ‘special interests’. These differ between individuals but the topic is often extremely engaging for the child and can bring a sense of comfort.

Reflecting their interests in the ‘next’ task on their board can help motivate them to complete the ‘now’ task. This rewards the child for their behaviour and can help to ease the transition from one activity to another if the second task is something that they want to engage in. You can also ‘theme’ the now and next board around their interests to make it more personal and meaningful for them.

Looking to Learn More?

Our online training course Special Educational Needs and Disabilities (SEND) in the Classroom will teach you what you need to know to ensure you are fulfilling your legal responsibilities and following best practice for supporting children. For more information on Autism, take a look at our Autism Awareness and Autism Awareness in Education.

As with all strategies to support autistic children, there is no one-strategy-fits-all. Your support should always be individualised. Many autistic children might benefit from a now and next board but it will not be an effective strategy for all autistic children. For example, for autistic children with pathological demand avoidance (PDA), the board could increase demand on them rather than support them. 

How to Use Now and Next Boards

As mentioned, now and next boards can be used in a variety of settings, as well as with a variety of activities and tasks. The boards can be adapted to be specific to certain environments, from classroom activities and tasks, to activities and tasks at home. 

You can also adapt the now and next board so it is suitable for a child’s specific needs and age. Some children may need the boards to show specific colours, others may prefer boards that have text and images to explain the task. Tailoring the now and next board to the child’s specific needs can help them to be more engaged and more likely to complete the tasks. 

Now and next boards can be used for every daily task that the child is involved with. For some children, it will be helpful for the now and next board to be built into their routine and used every time they need to complete a task. However, be mindful that some children may only complete an activity if it is on the board. 

The boards can be a very effective tool to help promote positive behaviours – by motivating children to complete a task and receive their reward activity. Showing the child what they can do ‘next’ once they have finished the first task can be a great motivator and way to engage in a positive activity or task. 

To effectively introduce the now and next board, children will need to be explicitly taught how it works and how it will be used. On its own, the board will not suffice, it has to be implemented and consistently used in order to be effective. No matter the setting it is being used in, all adults must know how and when it is being used so that the message remains consistent for the child. 

It can be helpful to allow the child some control over the now and next board by allowing them to physically add the activities or tasks onto the board, and to remove them when they are completed. This involves the child in the transition and reiterates that when the task or activity has been completed, the other task or activity will be started. 

Some tips for using now and next boards include:

• The first time you use the board, using quick activities or tasks that the child enjoys to introduce the board. This will help motivate the child, keep them engaged and they will be more likely to react positively to the board the next time you use it. 
• Reinforcing the board by referring to it whilst doing the activity or task, and after the activity or task has been completed. 
• Using the most appropriate visual aid for the child, this could be photographs, symbols, images or drawings. 
• Using clear and simple language when talking about or referring to the now and next board so there isn’t an overload of information. 

Now and Next Board Template

Here we have provided a free template of a now and next board for you to download. The template comes with some example activities and tasks, you can add to these and take away any as you see fit. 

Now and Next Board Template

Now and next boards are visual aids that can be used to show children what is happening now and what is going to happen. They are very useful for helping a child that struggles with change or transitions and can be used in educational settings and at home, as well as being adapted to suit each child’s specific needs.

Further Resources:

• Autism Awareness Training Course
• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• What is Autistic Masking?
• Autism Feelings Chart for Children
• The Importance of Routine for Children: Free Weekly Planner
• What is the Graduated Approach?
• How to Support a Child with Autism in the Classroom
• 7 Creative Classroom Exercises for Teaching SEN Children

The post Now and Next Board: Free Template appeared first on The Hub | High Speed Training.

In this article, we will outline what is meant by the term adaptive teaching, detail its importance, and provide you with a range of adaptive teaching strategies that you can use to help your learners excel and achieve.

What is Adaptive Teaching?

Adaptive teaching, as referred to within the Early Career Framework, relates to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. It encompasses the importance of effective planning prior to the lesson, as well as the adjustments made to teaching and learning throughout the lesson. The term is inclusive and recognises the distinct and separate needs of every pupil in the classroom.

Adaptive teaching moves away from the idea of labelling individuals and groups according to their ability and is instead centred around the idea that teachers have high expectations for every pupil in their care. Within the practice of effective adaptive teaching, all learners experience the same high expectations set out by the teacher, with differing layers of support, to help them make good progress and achieve well over time.

What is the Difference Between Adaptive Teaching and Differentiation?

The term ‘differentiation’ is slowly being replaced with ‘adaptive teaching’ by many professionals working within education.

What we now perceive to be effective differentiation has changed dramatically from what was once considered to be good practice. Some, for example, still associate differentiation with three coloured worksheets or tasks for three distinct ability groupings. (Some even labelled these with lower, middle or higher attainers.) This practice poses numerous problems. Firstly, a child who always receives the pink sheet labelled L will begin to see themselves as merely a lower ability learner who cannot make progress beyond their allocated grouping. The level of challenge they experience remains stagnant and they become trapped and stifled by their teachers’ fixed expectations.

In the creation of these time-consuming coloured worksheets, teachers may wrongly believe that all learners’ needs are being met. However, teachers must make further adaptations for individual learners who may struggle to access their learning, such as some learners with special educational needs and/or disabilities (SEND).  

Differentiation in this form can have a negative impact on both attainment and progress, and therefore many professionals are leaning towards the term ‘adaptive teaching’ to help capture all the important aspects of differentiation, without its negative connotations.

The more helpful term of adaptive teaching is much clearer in its aim: it is teaching and learning practices that help all learners to achieve by better suiting their needs. It also encapsulates the importance of investigating the reason behind the struggle, as opposed to merely addressing the struggle itself.

Why is Adaptive Teaching Important?

Adaptive teaching is vital in ensuring that all learners achieve the best possible outcomes. Adaptive teaching:

• Helps to cultivate a more inclusive classroom space, where each child’s needs have been addressed.

• Helps teachers to understand pupils’ prior understanding of the subject matter, allowing them to plan more effectively.

• Helps teachers to identify and plan for any barriers to learning which may exist. For example, a specific SEND – such as social, emotional, and metal health needs, or communication needs, etc.

• Enables teachers to provide equitable learning opportunities for all children. Being adaptive in both the moment and as a result of considered, planned adaptive teaching strategies will help to yield better academic outcomes for pupils.

• Gives every child the chance to succeed so that no child is left behind. This can help to decrease gaps in progress and attainment between learners.

• Helps to nurture a greater respect and admiration for education, ensuring pupils are motivated and engaged in their learning. You can find out more about the importance of motivation in education here.

• Supports both teachers and pupils alike. With considered and informed planning, teachers will feel more confident in their delivery as their planning will have anticipated any barriers learners may face. This helps teachers to have greater control over the outcome of lessons and it gives them the freedom and space to explore and strengthen their in-the-moment adaptive teaching strategies. This can help to increase teachers’ long-term professional satisfaction.

Professional Development for Teachers

Browse our online training courses for education staff, covering both compliance and professional development. Titles include SEND in the Classroom and Challenging Behaviour.

Adaptive Teaching Strategies

The success of any adaptive teaching strategy relies on the creation of a positive learning environment. This will help to provide a warm and inclusive atmosphere, where all students are respected, valued and understand their role in cultivating positive behaviour for learning. You can find out more about how to create a positive learning environment here.

The first element of adaptive teaching lies in effective curriculum planning. Where the curriculum is well planned and considers the progression of skills across the age ranges, the need for in-the-moment adaptive teaching strategies will decrease – as teachers will have already considered the many barriers and challenges learners may face, and planned and resourced accordingly. This may be, for example, through the use of targeted teacher or TA support, pre-teaching vocabulary, releasing lesson content online early, or providing audio summaries or lesson introductions before the lesson.

Note that when considering the needs of all learners, teachers should not remove challenge entirely. Challenge is an essential aspect of learning. It needs to be present and pitched correctly.

Effective communication with pupils and parents or carers can help teachers to ensure the supportive strategies they use are personalised and, therefore, most effective for the individual. You can find out more about communication in the classroom here.

Assessment is also an essential aspect of adaptive teaching as it helps to steer teaching and learning to improve outcomes. Formative and summative assessment can be used to inform in-the-moment adaptations and future planning. For example, adaptive teaching may be required if a teacher identifies a gap in their students’ knowledge through a formative assessment strategy, such as the teacher using skilful questioning and students recording their responses on mini-whiteboards. By gaining a snapshot of learners’ current understanding, the teacher can then use a range of in-the-moment adaptations to address any gaps in knowledge or areas of misunderstanding.   

In-the-moment adaptive teaching includes:

• Rephrasing questions or content.
• Adapting language to ensure all learners understand the content.
• Providing exemplars or WAGOLLs – ‘what a good one looks like.’
• Highlighting and emboldening key learning points.
• Prompting learners with key words, visuals, sound bites or other sensory stimuli.
• Setting up temporary groups as an additional layer of scaffolding.
• Gauging group responses to support individual answers.
• Giving step-by-step instructions for tasks.

Effective adaptive teaching also involves careful evaluation. The strategies used must support progression if they are to be deemed effective. Teachers and teaching assistants should have a secure understanding of the elements of high-quality teaching and use them to best suit the needs of their learners. Finally, adaptive teaching strategies should be selected purposefully and used flexibly to ensure the best possible outcomes for all pupils.

Adaptive teaching refers to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. It may look different across schools, within subject areas and between classrooms. Speaking to pupils, making use of assessment outcomes and working closely with colleagues can help you to ensure that the adaptive teaching strategies you use have a positive impact. Similarly, strong professional development can help school staff to work together to shape, build and strengthen their understanding of what good adaptive teaching means to them, their subject area and their school.

Further Resources:

• CPD Courses for Teaching and Education
• What is Effective Teaching?
• Guidance on SEND in Early Years
• What is Effective Questioning & Why Should I Use it in My Classroom?
• What is Inclusive Practice?
• Marking Symbols: A Guide for Primary School Teachers
• Metacognition in the Classroom: Benefits & Strategies
• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• How to Use Assessment for Learning in Schools
• Ideas for Genius Hour in the Classroom

The post What is Adaptive Teaching? appeared first on The Hub | High Speed Training.

It is important to provide the best possible education for each individual child, no matter what their needs may be. A key part of this is having the means to support all children and their families. SEND is common in the early years foundation stage (EYFS) and spotting signs and symptoms early is key to helping the child. 

In this article, we will explain what SEND in early years is, how it fits into the EYFS framework, and how to support children with SEND in early years.

What is SEND in Early Years?

SEND is defined in the SEND Code of Practice (2015) as “A child or young person has SEND if they have a learning difficulty which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others of the same age.
• Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream-post 16 institutions.”

The Equality Act 2010 defines disability as “A person has a disability for the purposes of the Equality Act if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.” a disability can arise from a wide range of impairments. It is not always necessary to identify a child as having a specific or diagnosable condition. This can be difficult, because the underlying cause of their symptoms may be hard to establish. Instead, we must consider the effect the impairment is having on them. Under the Equality Act 2010, settings are also required to make reasonable adjustments to support a child.

Recognising SEND in early childhood is pivotal, as these are the years in which children are more impressionable and start to develop. This is why SEND is such an important topic to be knowledgeable on as an early years practitioner. As someone who works with children, you should be alert and aware of difficulties that some children may face in relation to SEND. In doing so, you can respond to early concerns to assist in the support of children with SEND.  

For children aged two or more, special educational provision is giving access to education that is additional to, or different from that of other children of the same age. Alternatively, if a child is under the age of two, the special educational provision refers to the educational provision of any kind. Having such measures in place is important for children who have greater difficulty in learning than their peers, or have a disability that makes it harder for the child to make use of certain facilities and learning approaches. 

All children have the right to an education which gives them the tools to achieve their goals and become confident young children. Early years education is especially important in providing young children with the means to transition into compulsory education as they get older. In light of this growing need, it is vital that education professionals in all education settings understand how to support children with SEND to achieve their best possible outcomes.

Looking to learn more?

It is important for those working with children of any age, to be aware of SEND. To learn more, take a look at our Special Educational Needs and Disabilities (SEND) in the Classroom Training.

Delay in learning and development, or behavioural issues in the early years may not necessarily indicate that a child has SEND and you, as an early years practitioner, should not diagnose them. However, having the knowledge can help you support the child and offer guidance to their parents or carers. 

However, it is still useful for you to be aware and have knowledge of signs to look out for, so you can pass on any concerns or observations you may have to those who can help. You should follow the graduated approach, as outlined in the SEND Code of Practice (2015). We will look at this in more detail, later on in the article. 

In England, during the academic year of 2021/22 there were just over 170,000 children aged 5 and under receiving support for SEN, either through EHC or SEN Support. It is recognised that children with SEND are impacted in their ability to learn. Some children may lack the skills to access and engage in the curriculum. Having SEND can affect their: 

• Reading and writing skills.
• Mathematical ability.
• Ability to process information and understand things.
• Social skills.
• Cognitive skills, such as concentration or organisation. 

A Special Educational Needs Coordinator (SENCo) is especially important in situations where you may not be in a position to act further, as they can coordinate provision for children with SEND and provide professional guidance and support to colleagues on SEND.

There are many types of special educational needs and the SEND Code of Practice (2015) defines four broad areas of need, as follows:

1. Communication and interaction.
2. Cognition and learning.
3. Social, emotional and mental health.
4. Sensory and/or physical needs.

While some children have difficulties that fit clearly into one of these areas, others have needs that come across two or more areas, also be aware that their needs may change over time.

It is because of these areas in need of support, that SEND is so important during a child’s early years and education. Combining the governing principles of the EYFS with the requirements of the SEND Code of Practice (2015) is an essential part of ensuring all children are met with equity in their opportunities for education.

How Does SEND Fit Into the EYFS Framework?

All children deserve a supportive and fulfilling environment to help guide them to the best possible start to their life and education. The EYFS sets the standards that all early years practitioners must follow to ensure that children under their care can learn and develop in a safe and healthy environment. The EYFS requires all early years providers to have arrangements in place to support children with SEND and provide parents with information on this.

To learn more about the EYFS framework, take a look at our article, here. 

SEND and EYFS are intrinsically linked. In order to provide children with care, education and support, you must follow what is set out in the EYFS guidelines. They also state that those who work with young children must be knowledgeable about, and aware of potential difficulties a child may be facing. This means early years practitioners are able to respond early to concerns and work with parents and doctors or GPs.   

The EYFS framework requires non-maintained providers to have arrangements in place for meeting children’s special educational needs. These settings within early years must promote equal opportunities for children. All providers funded by the local authority, to deliver early education places must have regard to the SEND Code of Practice (2015). The EYFS also states that maintained nursery schools must identify a staff member to act as SENCo to assist this and expects that other providers do the same. 

The role of a SENCo within an Early Years setting includes:

• Ensure all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN.
• Provide advice and support to colleagues.
• Ensure parents and carers are closely involved throughout and that their insights inform action taken by the setting.
• Liaising with external professionals or agencies.

Local authorities are responsible for statutory functions in relation to children (0-5) with SEND. Part of this responsibility is providing guidance and information to support children with SEND, and signposting practitioners, parents and carers to what is available through the ‘Local Offer’. The Local Offer is an information directory where you can go to find out what support or provision is available in your local area. It will include information on specialist teachers, therapy services such as speech and language therapy, Health Visitors and the Area SENCo. Click here to find out more about the Local Offer.

Consistency in the quality of early years settings is essential to ensure no child is left behind, struggling as their peers progress. Equal opportunities and anti-discriminatory practices put in place by The Equality Act 2010 and reiterated by the EYFS Framework, must make sure that every child is included and supported to help them achieve their best. The benefits of inclusive practices within early years are tenfold but of course, show the most reward to the children that it supports. 

For more information and training within the education sector, take a look at the wide array of courses we offer at High Speed Training, here.

Once you understand how SEND fits into the EYFS, it’s important to learn how you can support children with SEND in their early years.

How to Support Children with SEND in Early Years

Supporting children with SEND in early years is essential. Early identification, followed by providing effective provision, improves a child’s long-term outcomes. Effective provision includes high-quality teaching and making reasonable adjustments in order to remove barriers a child faces. Having a SEND can impact a child’s mental health and early identification can reduce consequences such as low self-esteem, frustration and behavioural challenges. Early diagnosis and action moving on from this increases awareness and understanding of a child’s difficulties and adds an extra legislative aid.

Some ways of supporting children with SEND will simply be an extension of your general good practice as an early years practitioner. However, other, more specific strategies will be required. 

Some key ways you can support those in early years who may have special educational needs are:

• Create a positive and supportive environment for all pupils, without exception. 
• Build a holistic overview of the children under your care, their needs, personalities and potential signs of SEND.
• Communicate with both parents and child as well as your SENCo. 
• Consider your space, ensuring it is organised in a way to support children with SEND.
• Have high expectations of children.

The graduated approach is a key part of supporting children with SEND, and should be led and coordinated by the SENCo. It involves four steps:

1. Assess – use a range of assessment strategies to analyse and identify the specific support needs of the child.
2. Plan – starting from the assessment, co-produce and share a plan detailing the provision to be put in place. There should be a clear date to review.  
3. Do – implement the agreed provision.
4. Review – monitor the child’s progress and evaluate the success and impact of the support given. 

In Early Years, most assessments will be carried out by observing the child. Use this time to really get to know the child and understand their needs. Observations should be clear, factual and precise. Describe interactions the child has with other children. Keep an accurate record of anything a child says, for example, if a child says ‘I taw a tat’, write it as they say it, rather than ‘I saw a cat’. 

Your analysis of the assessments should provide you with an indication of where the child’s strengths and difficulties lie, their interests, the progress that they are making, and identify any barriers to learning they might be experiencing. In the case of children who have, or are suspected to have, SEND, the focus then needs to be pulled even tighter, and the assessments should dig deeper.

During assessments, you should aim to gather as much relevant information as possible to build a complete view of the child. Supporting children with SEND exists outside of the learning environment. It is a collaborative process by yourself, the SENCo and the child’s carers or family. You can assist by providing as much information as possible. 

To learn more about the graduated approach, take a look at our article, here. 
SEND support extends past early years, to schooling, and into post-16 institutions, so it may be useful for you to understand how support might look later on. To learn about supporting children with SEND in the classroom, take a look at our article.

Strategies for Helping Children with SEND in Early Years

Having strategies in place is an essential part of supporting children with SEND. Examples of some tips, activities, strategies and resources you can use are: 

• Keep your knowledge up to date – be aware of different types of SEND, and how to support children based on the best advice and evidence. 
• Develop high-quality universal provision – this is essential for children with SEND, but also hugely benefits all children. This covers the learning environment, high-quality teaching and interactions, questioning, planning, differentiation, and personalised learning. Developing high-quality universal provision reduces the need for future targeted provision (such as interventions). 
• Focus on inclusive practice – a learning environment which makes changes and modifications will reduce barriers to learning. Children will need different levels and types of support in order to achieve their potential. Ensure that children with SEND are included with other children who do not have SEND. 
• Interactions with the child – allowing the child to take the lead ensures they feel their efforts are valued and important. Show them that you will always respond – even if they’re not saying any words you can understand. Use descriptive commentary, to provide a gentle running commentary on what the child is doing and what is happening in the situation. 
• Responding to concerns – if you have concerns, look at the child’s development in more detail and compare with typical development ages and stages. 
• Develop effective and supportive partnerships with parents – communicate regularly, involve them with decisions about support and signpost parents to further support. 
• Speech, Language and Communication Needs (SLCN) are the most prevalent, and increasing type of need in Early Years. Here is an article outlining some key strategies for supporting SLCN within Early Years, along with some resources.  

Below you’ll find two scenarios briefly outlining how the graduated approach was used to provide support. Consider how the graduated approach was applied here, and how you can use it within your setting. 

Four-year-old Noah finds it difficult to sit comfortably on a chair. Observations show that he also struggles with climbing and catching a large ball. You plan activities which encourage development of core strength, such as soft play and riding a tricycle, whilst also looking at the classroom furniture to see if the table and chairs are the right height for him. You continue to follow the graduated approach to review the outcome.   

Two-year-old Mae isn’t responding to her name or following simple instructions. She also prefers playing alone. You speak to her parents and agree she needs to see her health visitor about organising a hearing test. Tests show she has ‘glue ear’, which is monitored to see if it clears up. Meanwhile, the listening environment of the setting is assessed and improved, and communication cards are used to help Mae to express herself and understand instructions. You continue to follow the graduated approach to review the outcome.   

Every child deserves the best possible education and this stands true in early years. As an early years practitioner, awareness is essential. You need to monitor and observe the children in your care so that they can get the best possible support and thus, education as soon as possible.

Further Resources:

• Special Educational Needs and Disabilities (SEND) in the Classroom
• How to Become a SEN Teacher
• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• Summary of the SEND and Alternative Provision (AP) Improvement Plan
• How to Support Children with Disabilities to be Active
• 7 Creative Classroom Exercises for Teaching SEN Children

The post What is SEND in Early Years? appeared first on The Hub | High Speed Training.

It is important that all those considering entering the profession are aware of what the role entails in order to make an informed decision. In this article, we will outline the essential qualifications required of a SEN teacher and the key responsibilities involved, as well as how to secure a job. 

What Skills Do I Need for a Career in Special Education?

You will ideally need the following skills to become a SEN teacher: 

• Empathy and sensitivity – Soft skills, such as empathy, will help you to teach and lead effectively. It is essential that you understand the challenges your learners may face. For example, a child with social, emotional and mental health difficulties (SEMH) may express a need through behaviour that challenges. They will need a teacher who understands how they feel and acts in their best interests.  

• Strong communication skills – Good communication skills will help you to work effectively with students, parents, carers and staff, as well as outside agencies involved in the welfare and support of your pupils. 

• Strong administerial skills – SEN teaching will involve participation in referrals and assessments. Cross-sector support often requires teachers to write reports and complete relevant documentation. 

• Strong organisational skills – Being organised will help you to stay up to date with planning and marking. Planning a personalised curriculum which suits the needs of each of your students will also require creativity and good time management skills. 

• Patience – You may face behaviour that challenges. To ensure a purposeful classroom environment, it is vital that you remain calm in stressful situations. Strong behaviour management skills will help you to navigate potentially stressful situations.  

• Ability to work collaboratively and independently – You will have to work on your own as well as part of a team. SEN teachers often deliver lessons alongside other teachers and teaching assistants, so it is important that you listen actively and respect your colleagues’ opinions. You will also need to show initiative when making decisions.

• Ability to be flexible in your practice – You will need to adapt your approach depending on your learners’ needs. Flexibility when designing a personalised curriculum will help you to create the best possible teaching and learning environment for the children and young people in your care. 

• Resilience – Working in small group settings means that you will get to know the children in your class – and their families – very closely. Working within this kind of tight-knit community can be emotionally challenging. Having a positive mindset will allow you to focus on the incredible opportunity you have to really make a difference in your students’ lives. You can find out more about our resilience training here. 

What Qualifications Does a SEN Teacher Require?

To teach in a state-funded SEN specialist setting, you will need to have a degree and qualified teacher status, QTS. Independent settings may have varying requirements. 

After completing a degree, there are numerous routes you can take to secure QTS, such as school-based training placements and university-led courses. Find out more here. 

The majority of teaching courses in the UK offer SEND modules, but if you wish to teach children with vision, hearing or multi-sensory impairments, you may need to obtain additional qualifications. 

There are some key restrictions to be aware of if you are considering teaching as a career. As you will be working with children and young people, you will need to pass enhanced background checks. This may affect you if you have certain past convictions.  

Top Tip

To develop your knowledge and understanding of SEND, take our Special Educational Needs in the Classroom course, supported by SEND expert, Anita Devi, and educational consultant, Mike Fleetham. Within the course, you will cover topics such as the Graduated Approach, Universal Provision and the four areas of need. You will also discover a range of strategies that you can use within your practice to support children and young people with SEND. Find out more about the course here.

Roles and Responsibilities of a SEN Teacher

SEN teaching is a varied and interesting role. 

You will be responsible for planning lessons and assessing learning, and you are also likely to have pastoral responsibilities for a group of children. 

SEN teaching is often more structured in routine but flexible in the content delivered. You will have to carefully differentiate the learning according to the needs of each child. Effective scaffolding will ensure each of the children and young people you work with can access their learning. 

Much of the focus will be centred around core skills, such as phonics, reading, writing and maths, yet you will have the flexibility to design the learning around your students and their interests. Working in this way often means that you can build strong relationships with your learners. 

As a SEN teacher, it is likely that you will be working with a larger number of adults in your classroom. The number of supporting adults will vary depending on the needs of the children in the class. 

Some children you will work with may have had negative experiences of previous educational settings. This is likely to affect their behaviour and attitudes towards learning. You will have to be flexible in your approach to ensure your learners feel as secure and content as possible. For some children, whose experiences of education thus far have been traumatic, certain topics and expectations can be triggering. You will need to adapt your approach to meet the needs of every child. 

You can find out more about supporting children with SEN in the classroom here. 

How Do I Secure a SEN Teaching Role?

Research current vacancies on your Local Authority website as well as well-known national sites. You may be able to organise a tour of the setting prior to application – should you wish to do so. 

Letters of application should demonstrate your passion for working with children and young people with SEND, as well as your relevant skills and experience. 

When you secure an interview, preparation is the key to success. Be aware of common interview questions for teachers and begin to craft your responses in advance of the interview. Where possible, link your responses back to experiences you have had working with children with SEND. You can also refer to books you have read and webinars you have attended, elaborating upon key points of interest. This will help to reflect your enthusiasm for supporting children and young people with SEND. 

As part of the interview process, be sure to talk about any relevant CPD training you have taken. Be aware of areas where your knowledge and understanding is not yet secure, and be prepared to explain how you plan to address these. 

There are a range of online courses available which you can complete in your own time to strengthen your knowledge and understanding of the sector. Take a look at our course library here, which includes titles such as Autism Awareness in Education, Child Mental Health, Dyslexia Awareness and Special Educational Needs in the Classroom. 

Have You Listened to our SEND Podcast?

In this episode of the High Speed Training Podcast, we are joined by Anita Devi, CEO and Founder at Team ADL, a not-for-profit committed to enabling everyone to thrive in education, employment and life. Alongside Anita is Mike Fleetham, Director and Lead Trainer at Thinking Classroom, an education mentoring organisation that has worked with over 500 schools, local authorities and organisations, and Dr Richard Anderson, Head of Learning and Development at High Speed Training. Click on the link below to access:

Special educational needs (SEN) teachers work directly with children and young people with special educational needs and disabilities (SEND). They are responsible for ensuring their students receive the best possible experience of education. SEN teachers have a unique opportunity to make a meaningful and lasting impact in a child’s life. 

Further Resources:

• CPD Courses for Teaching and Education
• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• SEND Review: Summary of the Green Paper 2022
• Volunteer Roles in Schools: What Are the Requirements?
• What to Expect From NQT or ECT Years: Guidance & Tips
• Professional Development Plan for Teachers
• What is the Local Offer?
• What is SEND in Early Years?
• 7 Creative Classroom Exercises for Teaching SEN Children

The post How to Become a SEN Teacher appeared first on The Hub | High Speed Training.

The exact cause of dyslexia is unknown, but it often runs in families and is believed to have a genetic link. It is likely that the parents of children with dyslexia may also experience similar strengths and challenges to their children. Dyslexia is not linked to a lack of intelligence, poor parenting, or the child’s socio-economic background.

A report by Made From Dyslexia estimates that as many as one in five people are dyslexic, and 80% of children with dyslexia leave school unsupported and undiagnosed. As a result, increased awareness amongst professionals working within the education sector is crucial. Early recognition and support can be instrumental in improving outcomes for children and young people with dyslexia. 

In this article, we will outline the signs of dyslexia in different age ranges, explain how it affects learning, and provide you with a range of strategies that you can use to support children with dyslexia in the classroom. 

What are the Signs of Dyslexia?

Spotting dyslexia in children can be difficult. There are no physical signs and some children are good at covering up their struggles. Dyslexia is often only identified when it is already affecting a child’s progress and achievement. 

The signs of dyslexia often become more obvious when children begin to learn to read and write. However, challenges may only become apparent when the child is exposed to a new environment or a significant change in their life.

Although every child will experience dyslexia differently, there are some common signs associated with specific age ranges which you can look out for. These include: 

Signs of dyslexia in primary-aged children:

• Slow processing speed, including slow spoken or written language. 
• Poor and/or inconsistent spelling.
• Poor handwriting.  
• Mixing letters and numbers. 
• Forgetfulness.  
• Struggling to follow instructions or directions. 
• Difficulties with concentration. 
• Being easily distracted. 

Signs of dyslexia in teenagers: 

Any of the signs above, plus:

• A disparity between the way they communicate verbally and what they can write on paper.
• Unwillingness to read aloud.
• Poor comprehension skills. 
• Struggling to stay organised and meet homework deadlines. 
• Difficulties copying and taking notes. 
• Social withdrawal. 
• Behaviour difficulties.
• Fatigue.
• A possible dislike for reading and writing, and/or schooling in general.

You can find out more about the signs of dyslexia in children and young people here. 

How Does Dyslexia Affect Learning?

When considering how dyslexia affects learning, we need to understand its main characteristics: difficulties with phonological awareness, verbal memory, and verbal processing speed. By understanding the needs which arise as a result of these difficulties, teachers can determine how best to deliver and structure information to their students. 

• Phonological awareness is working out and manipulating the sounds within spoken language. It involves picking out rhyming words, alliteration, and counting syllables in a word. Phonemic awareness is a subset of phonological awareness and involves identifying and manipulating the individual sounds in words. Difficulties in this area can affect reading, writing, and spelling. You can find out more about phonemic awareness here. 
• Verbal memory is the ability to retain an ordered sequence of verbal material for a short period of time – an important skill in many aspects of learning. Children with dyslexia may only be able to ‘hold on to’ new information for two or three seconds. 
• Verbal Processing Speed is the time taken to process verbal information. It involves the ability to take in information, process it, respond to it, and recall it. A slower verbal processing speed can affect a child’s ability to recall long lists, follow instructions, sequence words, and structure their work. 

Dyslexia can also affect children’s organisational skills and concentration. They may appear forgetful and dreamy. Children with dyslexia can also become very easily overwhelmed with the amount of information they are being asked to process throughout the day, which can result in fatigue and/or behaviour that challenges. 

Children with dyslexia, if unsupported, can be left feeling upset, frustrated, and alienated – which can negatively impact their mental health. It is estimated that as many as 40-60% of young people with dyslexia have some kind of psychological difficulties.

What Is The Dyslexia Screening Bill? 

The Dyslexia Screening Bill was introduced by Matt Hancock, the Conservative MP for West Suffolk, in December 2021. However, the Bill was later withdrawn by Mr Hancock in March 2022, without progressing beyond instruction.

The Bill proposed universal dyslexia screening for children in primary schools. It also highlighted the importance of teacher training in improving outcomes for children with dyslexia. As dyslexic brains work differently to a more neurotypical profile, Hancock argued that all teachers should know how to teach ‘according to how their brains work’. 

Despite the Bill being withdrawn, the Department for Education remain committed to ensuring that all children and young people with Special Educational Needs and Disabilities (SEND), such as dyslexia, receive the support they need to achieve in their education. Through the Children and Families Act 2014, mainstream schools must do their best to make sure a child or young person with SEN receives the support they need.

A spokesperson from the Department for Education stated: ‘The SEND Code of Practice is clear that meeting the needs of a child with dyslexia does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed.’ 

As part of their commitment to improving outcomes for pupils with SEND, the department published the SEND and Alternative Provision Green Paper in March 2022. This set out their plans to better identify children at risk of falling behind and provide them with the support they need, including those with neurodivergent conditions. They welcome feedback during the consultation period, which ends on the 22nd July, 2022. You can find out more here.

Hancock’s campaigning for universal dyslexia screening in primary schools and better teaching training for all neurodivergent conditions continues. In June 2022, he delivered the first reading of the updated Dyslexia Screening and Teacher Training Bill in parliament.

Classroom Strategies for Dyslexia

The majority of children with special educational needs, such as dyslexia, will have their needs met through high-quality teaching and adaptations to it. Schools should follow the Graduated Approach when considering how best to meet the needs of children with dyslexia. This might include adjustments to their Universal Provision and/or Targeted and Specialist Provision, depending on the individual’s level of need. 

Dyslexia Awareness Training

If you work with children and young people, then you may be interested in taking our Dyslexia Awareness course. Supported by the Helen Arkell Dyslexia Charity, the course provides a comprehensive overview of dyslexia, its characteristics and impact, and the diagnostic assessment process. It also introduces learners to a range of strategies that they can use in the classroom to ensure children with dyslexia thrive. Find out more here.

Strategies to support children with dyslexia in the classroom include: 

Increase awareness of learning differences and neurodiversity across the setting. The more the community knows, the more understanding and supportive they will be. Hold assemblies, welcome guest speakers, boost staff knowledge regularly, and host webinars for parents – you can even invite a student with dyslexia to speak to their classmates about their unique strengths and challenges, if they wish to. Ask children and adults alike to celebrate the wonders of dyslexia.

Focus on the positives. Highlight what the children are good at and acknowledge their strengths. If a child constantly receives negative feedback, their self-confidence will be affected. This can affect their general wellbeing, social development, and mental health, as well as their progress and achievement across the curriculum. 

Make transitions seamless. Whether it be a new classroom, school, or setting, provide students with the opportunity to meet new teachers and experience new environments – virtually or in-person. Introduce new routines in advance of start dates and provide visual copies of important instructions or reminders. You can find out more about how to support children through transitions here. 

Chunk tasks to support working memory. If we overload students with too many tasks and instructions, they can easily become overwhelmed. For children with dyslexia, who experience difficulties with verbal processing speed and memory, teachers need to be particularly mindful of how they structure lessons to support working memory. Provide clear instructions, model tasks, and check understanding regularly. Repeat instructions and ask your learners to repeat them back to you or their partners. You can also improve and develop metacognitive talk by asking students to verbalise their thought processes.

Provide visual aids. Provide children with glossaries, timelines, key words, multiplication squares, and spelling banks to boost memory and retention. Using mnemonics, rhymes, and songs can also be useful practice. 

Provide lesson summaries. Students with dyslexia often benefit from receiving lesson overviews and resources in advance. These could be handouts or links to videos or websites. Audio lesson and unit summaries, recaps, and introductions, alongside early access to lesson handouts and resources, can help children prepare for their learning in advance, and/or consolidate previous learning. 

Communicate well with parents. Speak to parents to gain a more holistic understanding of the child’s struggles. Discuss supportive strategies that can be replicated across both environments. You can find out more about how to promote effective communication with parents here. 

When left unidentified and unsupported, dyslexia can affect children’s social, emotional, and academic outcomes. It is vital that those working with children and young people know the signs of dyslexia, its characteristics, and how these affect teaching and learning. Greater awareness of dyslexia and improved training opportunities will be vital if we are to ensure that all children with dyslexia are identified and supported in the classroom. 

Further Resources:

• Dyslexia Awareness Training 
• What are Specific Learning Difficulties (SpLDs)
• How to Support Children With Speech, Language, and Communication Needs 
• 8 Useful Apps to Help with Dyslexia
• How to Help a Child with Dyspraxia in the Classroom

The post How to Help a Child with Dyslexia in the Classroom appeared first on The Hub | High Speed Training.

Autism is a life-long neurological difference which means that autistic individuals experience and interact with the world differently to non-autistic people. These differences can result in various strengths and challenges.

Autism is best understood within the context of neurodiversity. This is the concept that the human brain shows a wide range of natural variance. Autism is a difference to be supported, rather than a disorder or impairment to be treated.  

Autism is a spectrum, meaning that a person’s experience of autism is unique to them. You will not come across two autistic individuals who share exactly the same strengths and challenges. This means that each person may need different support, and to varying degrees.

Although autism affects everyone differently, there are shared areas of difference. You may come across different terminology to describe these, including the ‘triad of impairments’, a term coined following pioneering work by Dr Lorna Wing and Dr Judith Gould in the 1970s.

The main areas of difference are:

1. Communication and language differences.
2. Social interaction differences.
3. Rigid and repetitive behaviours, activities, and interests.
4. Sensory differences.

In-depth Autism Awareness training

Our Autism Awareness in Education course is designed to help anyone who works in an education setting understand more about autism, and how to provide individualised, effective support to the autistic children and young people in their care. You may also be interested in our SEND in the Classroom course.

Autism in Girls and Women

Autism is a condition that affects all genders. However, current research shows that the ratio of diagnosed autistic males to females is 1:3 (Loomes et al, 2017). Why is this the case? Does autism really affect more men than women? There is some debate as to whether the prevalence of autism differs, or if the lower numbers of autistic girls and women are due to other factors.

There have recently been some high-profile female celebrities who have received an autism diagnosis in adulthood – including television presenter, Melanie Sykes. The media attention of these cases is helping to further public awareness, as there is still much stereotyping within media representations of autistic people (usually white, male individuals with genius capabilities, which does not reflect the breadth of autistic experience).

Why are Fewer Women Diagnosed with Autism?

There are a number of factors that could help explain why autistic girls and women are less likely to be diagnosed:

• Traditionally research has focussed around males and the characteristics most in line with an external presentation of autism often seen in males (we will look at this in more detail later in the article).
• The diagnostic criteria for autism has been historically based on the ways in which many autistic males present, meaning that it may be less suited to diagnosing autistic females. (Under current criteria, as set out in the ICD-11 and DSM-V diagnostic manuals, individuals may receive a diagnosis of Autism Spectrum Disorder – this replaced previous distinctions such as Asperger’s Syndrome, childhood autism, and pervasive developmental disorder-not otherwise specified (PDD-NOS), which also carried this male bias). 
• Autistic females may be more likely to mask as young children, meaning that differences may not be picked up on at an early age. Masking is the suppression of parts of an individual’s autistic identity, often used as a strategy to ‘fit-in’. Autistic girls are often more skilled at mimicking their neurotypical peers. Not only does this lead to symptoms not being spotted, but it can be exhausting, and impact negatively on mental health. Parents often report what is sometimes called, ‘the Coke bottle effect’ – the pressure of coping with anxiety, and masking their autistic identity during the school day builds, and is only released when they get home.
• Due to gendered social expectations, girls’ differences may be perceived in different ways – for example, it may be considered more ‘usual’ for a girl to sit alone playing quietly, whereas a boy doing the same might be viewed as not socialising in a usual way. Similarly an autistic girl having a meltdown may be viewed as emotional and hysterical, conforming to gender-stereotyped views of girls (Autistic Girls Network report, 2021).
• In line with displaying rigid and repetitive interests, behaviours, and activities, autistic people often develop intense interests, sometimes referred to as ‘special interests’. The special interests of those raised as females generally tend to be more ‘socially acceptable’. Autistic boys often focus on what could be considered unusual subjects, like the inner workings of machinery or train timetables, for example. Autistic girls, on the other hand, commonly develop strong interests in things that are considered more typical of girls their age, such as books, dolls, or celebrities. It’s likely that their interest will be more intensified but it’s much more likely to go unnoticed.

How Does Autism Present Itself Differently in Females?

It appears that women are under-diagnosed when it comes to autism. In the past, it’s been suggested that the behavioural characteristics of autistic females vary greatly compared to those of autistic men.

However, as highlighted by the Autistic Girls Network, rather than thinking in gendered terms, it can be more useful to think in terms of external and internal presentations. Females are more likely to exhibit an internal presentation, but so do some autistic males and non-binary individuals.

The fact that females are more likely to receive a diagnosis later in childhood or into adulthood, or receive a different initial diagnosis, may be down to autistic traits being overlooked or missed due to an internal presentation.

Signs of Autism in Females

If you are supporting an autistic person, as an education professional or otherwise, it is useful to be aware of what to look out for. Signs of an internal presentation of autism, most commonly seen in females, might include the following behaviours or traits:

• May appear more social but find it difficult to understand social hierarchy, be on the peripheries of friendship groups, or have intense friendships with regular ‘fallings out’. These differences in social interaction often become apparent in the pre-teen and teenage years when social interaction with peers becomes more nuanced. 
• May experience high levels of anxiety at school, but mask this at school, only to display distressed behaviours once they are home.
• May have a range of techniques to compensate and hide their difficulties from teachers and staff.
• May struggle with transitions, large and small, and also with unstructured times such as break or lunch times.
• May display situational mutism (be unable to talk in certain situations)
• May experience intense empathy (including towards animals)
• May seem emotionally and socially younger than their peers.
• May display a vivid imagination. This could include developing an elaborate fantasy world or taking great joy in escaping into fiction. 
• May enjoy collecting things  – as opposed to playing with the things they collect.
• May exhibit perfectionist tendencies. 
• May stim (use self-stimulating, repetitive behaviours, such as finger clicking or spinning, to regulate or for fun) in ways that are less noticeable – small movements or internalised.
• May express strong opinions when they are not masking, and may be difficult to convince that they are wrong. 
• May have a large or advanced vocabulary.
• May find coping with their adolescent years, including getting to grips with their sexuality, relationships, and puberty, even more difficult than non-autistic teenagers. In school sex, relationships, and health education should always be differentiated to best meet the needs of children with SEND, including autistic young people.

This is not an exhaustive list, and the autistic experience will be different for each individual, who will have their own unique profile of strengths and challenges. Our Autism Awareness in Education training can also offer a more in-depth consideration of how shared areas of difference may impact autistic children and young people in general. 

Autistic Women and Girls and Mental Health

Females often receive other diagnoses before they are recognised as autistic. This includes mental health conditions, such as anxiety or depression, which could be linked to the effects of sustained masking, high levels of anxiety, and not understanding their own differences. It is also likely that individuals who present in an internal way are more likely to internalise problems too which can damage their mental health.

Securing an early diagnosis is a key priority of the UK government’s Autism Strategy 2021-2026 in order to ensure that autistic people receive effective support, and outcomes are improved. As we have seen, in the case of autistic females (and those with an internal presentation) that early diagnosis is currently less likely to happen. Therefore it is essential that education professionals, and the public in general, increase their understanding of autism, and what it means to be autistic. A wider knowledge of how autistic traits may present will help to ensure that individuals are not overlooked and that effective, individualised support can be put in place.

Further Resources:

• What is Autistic Masking?
• Autism Awareness in Education Training
• Parenting Changes to Make for Teens with Autism
• Autism Awareness Quiz
• How Does ADHD Differ in Females?
• Autism Feelings Chart for Children
• How to Support Children with Pathological Demand Avoidance (PDA)
• How to Support a Child with Autism in the Classroom
• Autism Awareness Training

The post Autism in Females: Is it Different? appeared first on The Hub | High Speed Training.

At the end of March 2022, the government published its long-awaited SEND review. It was commissioned to improve an inconsistent, bureaucratic, and complicated system which often means delays in children accessing the right support for their needs.

The SEND Review was a green paper setting out the proposals for the future of the special educational needs and disabilities (SEND) and alternative provision (AP) systems. A public consultation ran until July 22 2022, where anyone could respond with their views, thoughts and experiences of the SEND system. 

The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has now been released, aiming to deliver a better system for children and young people with SEND. For more information on what the SEND and AP improvement plan includes and how it might affect your practice, take a look at our article here.

Proposals in the SEND Green Paper

Here is a brief look at some of the main proposals:

Want to Develop Your SEND Practice?

Our SEND in the Classroom course will teach you about your legal responsibilities, and best practice with regards to supporting children with SEND. It looks at applying the Graduated Approach, explores each of the four main areas of need, and offers a range of practical strategies to help you provide effective support to children and young people with SEND in your setting.

Responding to the SEND Green Paper

Why should you respond?

In England, there are 1.4 million school-aged pupils with SEND or learning differences, which is approximately four pupils in every class. These children are often unable to reach their personal potential. Families often face barriers in getting the best support available for their children. 

The SEND Green Paper is a consultation with the proposals the government intends to put into practice. Some of the proposals may change – we all have the chance to influence the final policy. The consultation can be found here.

Completing the consultation will help to give children with SEND and their families a voice, it provides the ‘opportunity to shape how a new system will work in the future’ helping to guide policy to ensure we have the best system with the right support. 

In the meantime, what could you do?

It might be some time before the proposals from the green paper become policy – there are no fixed dates for implementation. As individuals, many of the proposals are out of our control. However, there are a few statements we’ve picked out from the review which you can work towards implementing now to improve the opportunities for children with SEND.

Making sure your own level of knowledge and confidence, with regards to supporting children with SEND, is high can help equip you to meet these aims. Speak to your SENCo if you feel there are areas you would like to know more about. Our comprehensive SEND in the Classroom course covers the legislation and principles underpinning SEND provision and looks at how to adapt your practice to provide effective support for children with SEND.

Consider your own:

Inclusive practice. Defining inclusion and ensuring it’s fully embedded in your practice is not always easy, and inclusion is not about placing a child into a mainstream setting and hoping for the best. The learning environment must suit their needs, and that staff need to have specialist skills and training. 

High-quality teaching. Universal provision benefits all pupils, though is essential for pupils with SEND. Ensure the basics are right such as providing an effective learning environment, high- quality teaching, and effective feedback.

Knowledge and awareness. Removing barriers to learning is essential, for this to happen, first they need to be identified then reasonable adjustments and adaptations can be made to support learning. By being aware of different needs, you will put yourself in a better position to identify them, and in turn learn how to best support a child. Regularly accessing research and commentary can be a great way to keep your knowledge up-to-date. We regularly publish articles for educational professionals on the Hub. Among our current titles relating to SEND, you can find How to Support a Child with Pathological Demand Avoidance, Supporting SEMH in Schools, What Are Specific Learning Difficulties?, and ADHD: Myths and Facts.

Have You Listened to our SEND Podcast?

In this episode of the High Speed Training Podcast, we are joined by Anita Devi, CEO and Founder at Team ADL, a not-for-profit committed to enabling everyone to thrive in education, employment and life. Alongside Anita is Mike Fleetham, Director and Lead Trainer at Thinking Classroom, an education mentoring organisation that has worked with over 500 schools, local authorities and organisations, and Dr Richard Anderson, Head of Learning and Development at High Speed Training. Click on the link below to access:

With the consultation running until July, now is a good time to reflect on your awareness of current SEND systems, digest the proposals laid out in the green paper, and offer your professional opinions via the consultation.

Further Resources:

• Summary of the SEND and Alternative Provision (AP) Improvement Plan
• Special Educational Needs and Disabilities in the Classroom Training 
• Supporting Pupils with SEN in the Classroom
• Effective Interventions in Education: Types and Examples

The post SEND Review: Summary of the Green Paper 2022 appeared first on The Hub | High Speed Training.

Autism is a spectrum – every autistic individual will have their own unique strengths and challenges. Although the autistic experience is different for each individual, there are shared areas of difference. The main areas of difference relate to:

• Communication and language differences.
• Social interaction differences.
• Rigid and repetitive behaviours, activities, and interests.
• Sensory differences.

Autistic masking refers to the suppression of elements of a person’s autistic experience or identity. In this article, we will look at what is meant by autistic masking, and provide some examples of how masking might manifest. As someone supporting autistic children in an educational setting (or at home), it is essential that you have an understanding of why some children may mask their needs. At the end of the article, we will discuss some strategies to help support them. 

What Does Autistic Masking Mean?

Research is in its infancy with regards to autistic masking, but it is thought that 94% of autistic adults have masked at some point in their lives (Sedgewick et al, 2022). 

Autistic masking refers to the conscious or unconscious suppression or hiding of elements of a person’s autistic identity. This is often referred to as a social survival strategy – used to conform to expected ‘norms’, cope with situations or environments, or avoid expressing anxiety.

Autistic author, Helen Ellis, uses the example of Superman’s alter ego, Clark Kent, to illustrate masking. Superman knows that he is different and that in order to ‘fit in’ with society, he has to suppress his differences and invent an unassuming role – someone that nobody will notice.

Autistic masking can be considered a response to stigma and trauma (Pearson and Rose, 2021). The fact that autistic people may need a social survival strategy suggests that society is currently not meeting their needs. 

Whilst awareness of autism is growing, understanding and acceptance needs to improve. Research by the National Autistic Society found that 79% of autistic people felt socially isolated because of a lack of public understanding of autism.

Masking takes an exhausting amount of effort. Whilst occasional masking can help autistic people in the moment, sustained masking can have a detrimental effect on mental health and wellbeing, as recognised in ICD-11 (the current international diagnostic criteria for a medical diagnosis of autism spectrum disorder). We will look further at the potential effects of masking later in this article. 

Want to Learn More?

Our Autism Awareness in Education Training teaches those working in education settings how to effectively support autistic children and young people in their care. You could also take a look at our SEND in the Classroom course which is designed to help you understand how to provide individualised, effective support to children and young people with special educational needs.

Autistic Masking Examples

Masking can take many different forms. These can be conscious or unconscious strategies that an individual uses in different situations. It must be remembered that autistic masking is not the same as a non-autistic person employing short-term social strategies in situations that are challenging – for example, acting more confidently than they feel for an important presentation.

Autistic masking can involve a person denying large parts of their identity – for example not allowing intense anxiety surrounding certain sensory experiences to show –  sometimes on a long-term basis. 

Examples of masking can include, but are not limited to:

• Mimicking the social behaviour of others, including gestures or facial expressions.
• Deliberately forcing or faking eye contact during conversations.
• Hiding or underplaying their own intense interests.
• Scripting or rehearsing conversations, or preparing a bank of ‘stock phrases’ for conversations.
• Suppressing stimming (self-stimulating) behaviours.These are repetitive behaviours, such as whistling, jumping, finger-clicking, etc., which are used by autistic people to help self-regulate and for fun. 
• Internalising sensory discomfort.

Masking is not specific to any gender, but it is suggested that one of the reasons that less females are currently diagnosed may be due to particularly high levels of masking in those who have a more internal presentation of autism – of which those raised as girls make up a high proportion. (More information can be found in the Autistic Girls’ Network report, Keeping it all inside.

Why Might Children and Young People Mask?

Currently most research regarding masking has focussed on autistic adults, although a need has been highlighted for more research into how masking starts in children. 

Thinking back to the key areas of difference mentioned earlier, it is easy to see why education settings can present challenges for autistic children and young people. For example, there are a multitude of social conventions and expectations, a wealth of different sensory environments, and many situations grounded in non-autistic expectations of communication. 

Children may internalise the anxiety this can generate and mask in order to get through the school day. Unfortunately, this means that their true needs may not be recognised, and that they do not receive support that could help to meet those needs. This can happen even after diagnosis, especially if children are meeting expected academic standards, as professionals do not necessarily observe difficulties.

Children may also mask due to fears for their safety or worries that they will be victimised for being ‘different’ if they do not try to conform. Shockingly, 75% of autistic young people have experienced bullying and only half of young people said that they felt safe at school (Ambitious About Autism). 

How to Support Children Who Mask Their Needs

It is essential that we are able to support autistic learners effectively, and put in place adjustments to the learning environment that can allow them to be their true selves, without needing to mask.

Effects of Masking

The detrimental long-term effects of having to mask include:

• Autistic fatigue or autistic burnout (severe exhaustion accompanied by other difficulties, including increased meltdowns or shutdowns).
• Rejection of their own identity, impacting self-esteem.
• Mental ill-health, including anxiety and depression.
• Increased risk of suicidal thoughts (Kassidy et al, 2021). 
• Needs not being recognised or met.
• Delayed diagnosis or lack of diagnosis.

Support Strategies

The following key strategies can help you to support autistic children who may be masking.

1. Develop Your Own Understanding of Autism

In 2021, the government published the latest autism strategy, which, for the first time, now includes children and young people. This strategy recognises that autistic children are currently not receiving the positive educational experiences that they are entitled to, and states that by 2026 the government wants:  

• Education settings to provide better and more inclusive support, [..] so that autistic people are better able to achieve their potential.
• More teachers and educational staff to understand the specific needs of their autistic pupils, ensuring that more school placements can be sustained.
• More autistic children to have their needs identified early on and to have positive experiences in education settings.

As education professionals, developing your own understanding of autism and what it means to be autistic (including awareness of the fact that children may mask their needs), will help you to work towards these aims. Our recently updated Autism Awareness in Education training can help you build your own knowledge and confidence in providing effective, individualised support for autistic learners, in addition to offering practical supportive strategies that can inform your practice. 

2. Promote an Inclusive Whole-School Culture

For children to be less likely to mask, they need to feel that their autistic identities are respected and supported. Rather than expecting autistic people to change to ‘fit in’ to the environment, the environment needs to be changed to support neurodiversity.

Schools and other settings should aim to do this at a whole-school level, increasing understanding of autism within the school community (staff, pupils, and parents – including parents of non-autistic children). The whole school community should embrace the concept of neurodiversity, where they see autism as a difference, not a deficit.

Bullying of autistic children and young people is something that schools need to tackle. By law, a school’s behaviour policy must set out measures to tackle any bullying that occurs, and staff should be trained to be vigilant to the signs of bullying. Work should also be done to encourage peers to be ‘upstanders’ rather than bystanders to bullying – to stand up and advocate for their peers.

3. Provide Individualised Support

Your support of children and young people with SEND should always be driven by their actual strengths and needs, and in line with the Graduated Approach. By making adjustments to effectively support individuals’ differences, the impetus to mask should lessen.  

Care should be taken to support autistic learners’ social, emotional, and mental health. Figures show that 70% of autistic children have a mental health problem. Masking can both contribute to mental ill-health and camouflage the signs of mental-ill health. Therefore, it is doubly important to both understand masking and to support children’s mental health to hopefully minimise the need to mask. Our articles How to Support SEMH in Schools and How to Help a Child with Anxiety in the Classroom offer some practical strategies that could be useful in your setting.

Building effective relationships with, and getting to know, the autistic learners that you support will be key in providing them with support that meets their individual needs. For example, knowing what makes them anxious, even if they mask their anxiety response, will allow you to remove that barrier, and therefore reduce the need to mask.

4. Listen to Parents and Carers

Parents are the experts on their own children. However, parents of autistic children who mask often report feeling unheard, shut down, or even judged as a bad parent when they report a picture of their child that is different to the one seen in school. 

Many autistic children will present differently at home. This is often due to feeling safe, that they can fully be their true self at home, as well as experiencing less pressure to mask. (For example, they may stim more than at school because they don’t fear judgement). 

Often parents report what is sometimes called, ‘the Coke bottle effect’ – the pressure of coping with anxiety during the school day builds, and is only released when they get home.

This can be one reason why sometimes school staff report seeing no signs of difficulty but at home parents report distressed behaviour.

In order to properly support learners, teachers need to get a picture of their strengths and challenges at home. Conversations with parents can provide you with valuable insight, and help to establish successful home-school collaboration. 

It is imperative that parents and carers are listened to. If they report concerns, do not dismiss them simply because you have not observed them. In fact, the difference between the two presentations should be a sign to alert you to the possibility that the child or young person is masking.

In conclusion, if you are working with autistic children and young people, it is likely that you are working with individuals that will, at points, be using autistic masking. By understanding autism and autistic masking, you can better respond to their needs and potentially remove some of the reasons that may lead to them masking in the first place. 

Further Resources:

• Autism Awareness in Education Training Course
• How to Support a Child with Autism in the Classroom
• How to Support a Child with Pathological Demand Avoidance (PDA) 
• Autism Awareness Quiz
• Parenting Changes to Make for Teens with Autism
• Autism Feelings Chart for Children

The post What is Autistic Masking? appeared first on The Hub | High Speed Training.