About this module:
In this module we will explore the idea that children with Specific Learning Difficulties (SpLD) can become independent and high performing learners when given the ability to access curriculum content and the skills necessary to be effective learners.
The sessions will cover the working understanding of Specific Learning Difficulties, what hinders individuals with SpLD accessing curriculum and effective learning methods, and how educators and families can create environments for the necessary access to happen. Participants will be encouraged to engage with the activities built into the module which will help them develop their own framework for creating an effective and sustainable system to help students with SpLD improve their learning skills.
This module is appropriate for teachers and classroom practitioners of all phases and credentials but will be particularly useful for primary educators.
Session One: Understanding Entry Points will explore:
- Defining Specific Learning Difficulties (SpLD).
- Understanding what it means to be an ‘Independent Learner’.
- The concept of ‘Entry Point’ in relation to SpLD and independent learning.
Session Two: Establishing Entry Points for children with SpLD will explore:
- The assessment of students to build a holistic understanding of their needs and initial abilities.
- Strategic thinking and resource building to establish an ‘Entry Point’ to open access to curriculum in the classroom based on the IAU model.
- Developing a system to ensure best practices and resources are being utilized through the ‘Assess, Plan, Do, Review’ framework.
- A working definition of Specific Learning Difficulties (SpLD).
- What is an ‘Entry Point’ and why is it important to understand and apply within the classroom?
- How Entry Points grant access to independent and effective learning and how this can boost individual understanding and processing of curriculum content.
- Assessing student abilities and skills in order to build a holistic profile when considering an Entry Point.
- Creating simple and accessible strategies for teachers and students to use within the classroom to support student access of curriculum content.
- Develop a system of refining resources and training within a school to ensure access to curriculum content following the SEND Code of Practice model of ‘Assess, Plan, Do, Review’.