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Inconsistent expectations and treatment from subject teachers affects the classroom behavior of SEN student. How to get teachers on the same page in believing in the student?

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Members of the TSN team are encouraged and given time to share tried and tested strategies on class room practices that worked for them. Teacher for Teacher PD that is relevant and customized to students' needs

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How should the school approach discipline for students with SEN? How do we differentiate/scaffold discipline for them?

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Involving them in case management and allowing the teachers to present during TTT

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How do we better manage sen cases with difficult behaviors?

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Check with student on the underlying issues and provide some time to work with them on the consequences with targeted timeline.

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Ideas
1) Social Stories
1 to 1 storytelling by AYH to high needs SEN or suspected SEN P1 & P2 children
Weekly social stories session for all P1 & P2 by YH & AYH
2) Transition Plan
YH of respective levels share with level trs cases of high needs (including SEN) b4 the start of school

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Would like to know good practices to equip teachers with skills to support sen students in managing teenage angst, growing up pains, make friends.

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1) there has been a rising number of students who are undiagnosed but have learning and behavioural challenges being referred to SENO. The referral and assessment process in secondary school is different and more tedious as compared to primary school.

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Challenge
When the school and teachers are aware of the need for assistance and support that certain students might require for instance AA arrangements, but students themselves or the parents might be reluctant (for various reasons) to accept this assistance.

Solution
Students/ parents are advised and recommended to give the AA a try for internal/school-based exams as a trial so that they have an experiential insights of what this extra support might be like.

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Parents are demanding that the school give concessions such that student does not need to submit homework, similar to the concessions given in his/her previous schools.

Given the rigour of the A Level curriculum, it will be challenging for the student to keep up with learning if he/she doesn't do the necessary work.

How can we better manage?

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Challenges
1) How do schools create awareness to students about SEN openly? The main objective is to create inclusivity in schools but at the same time we do not want students to freely label others as 'naughty adhd kid', 'slow', 'weirdo', after they were shared about the various SEN conditions.

2) Some parents are not forthcoming in sharing their children's SEN information timely with the school and they are not receptive to hear out teachers' feedback about their child's difficulties in school. How can we better engage such parents in supporting their child's SMART goals?

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Idea
We have implemented an online platform using FormSG to allow all teachers to pass information on 'what works with my students' to the next level teachers, and keeping YHs/SENOs/SC/SWO in the loop. This is targeting at students with and without SEN needs.
~ Wellington Primary School

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Challenging Issue 1. Overcoming stigma parents have with regards to their own children with SEN/ diagnosis/ "labelling" that would be tagged to their children.

Challenging Issue 2. Execution of IEP by various teachers could lack coherence despite prior briefing - pre-conceived notions? varying perceptions? unknown biasness?

Good Ideas 1. Established intervention planning -> From working with all teachers involved with SEN student to communicate plans -> to setting clear boundaries with all students in contact with SEN student (not just with the SEN student) -> to setting achievable, measurable rewards/ consequences.

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One Challenge:

Students in MOE Kindergarten on the DSLS programme are made known to the school. However, when the students enter P1, the school does not receive any reports from the agencies supporting them. This poses a challenge as these students display certain learning or behavioural issues that the school is not updated about. As such, the school is not sufficiently well-equipped to manage these students well and help them to transit seamlessly. There should be greater sharing of information during transition so that students can be better supported and teachers too are better prepared.

Success Story

1.      Transiting to a SPED school is never an easy decision. However in RSPS, when a decision as such is recommended, we meet with the parents regularly and keep them updated on student’s academic progress as well as behavioural challenges and how we are managing and challenges being faced with the parents. We also enlist the help of PDEG officers whom we work very closely with to support the students in school. To date, we have managed to transit about 2 students in the last 6 months and 3 more waiting to transit this year.

2.      Staff are well informed about students with SEN condition at the beginning of year. The school structures grade level briefing with detailed description of students of students with SEN, how to manage them, what to do, what to avoid and who to approach for help.

3.      The school also has in place a structures for smooth transition support from one grade level to another starting from P2. The school has in place SOPs  to support both Students & Teachers should the need arise.

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1) The lack of information about students with SEN or suspected SEN entering P1. Students pose many challenges in class - meltdown, disruptive behaviour, running out of classroom, self-harm & harming others
2) Parents are not willing to give approval for SEN support or diagnosis. Students with suspected SEN who may genuinely require the AA are not able to apply for any.
3) The increasing number of SEN cases with high needs is posing a challenge in term of classroom management and effective teaching and learning.

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Good Ideas:
1. We have a team of CMT members specially deployed on first of school for P1 to look out for students with learning and behavioural needs. The observations are consolidated as a reference for TRANSIT identification and the P1 FTs.

2. Engagement of students with high needs through after school activities, like Project FLY/LOL, to build their resilience and confidence through mastering of sports skills. Most of these students have learning and behavioural needs. These activities have benefitted them.

Challenging Issue:
1. Parents who are resistant to transfer their children who are not right sited to special schools. These students have been assessed by EP to be unsuitable for mainstream schools. Without school exams at P1 and P2, it is a challenge to convince these parents and manage their expectation of the children. It is also challenging for the students to keep up with the rigour of mainstream school curriculum.

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Ideas
1. As of this year, we have deployed our TSN Trained teachers to be SEN Champs for their levels to support both the SEN students and their teachers. The SEN champs meet up with the SEN ST to discuss / explore strategies in supporting the teachers and students. The SEN students are familiar with the SEN champs, enabling them to be better supported. This also helps to manage workload for our only SENO.
2. As of 2022, we started a prog to expose students to the challenges experienced by students with special needs.  This is done through our homeroom prog through content prepared by the Year Head Intervention prog. Students have shared that they have a better understanding of the difficulties faced by our students with SEN and they are more empathetic.
Challenge
1. To teach students with a classmate with SEN to be more aware of the triggers and avoid engagement so that the situation would not escalate.

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How should the school approach discipline for students with SEN? How do we differentiate/scaffold discipline for them?

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A student scored L1R5 of 10 and is without A Maths and Pure Science background. His L1R5 score qualifies him to take on a four H2 content-subject science course.
However as the H2 Science and Math subjects assumed Pure Science and A Math background, student is not coping well with the academic demand.

He usually reacts in an aggressive and angry manner whenever he doesn't understand what is being taught and demands the teachers to explain until he understands. Otherwise, he will create a scene by shouting and banging on table. This has presented a challenge to teaching and learning.

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Ideas
1) (Staff) Building staff's capacity in SEN through sharing of the TSS and case study discussions during SDT levels meetings. Sharing useful behavioural management strategies and initiatives to strengthen Tier 1 support in quality instructions.

2) (Students) P1 TRANSIT Bites lessons (15 mins X twice a term): We are into our 2nd year of TRANSIT implementation. Starting small this year, we have selected and adapted some core TRANSIT lessons to explicitly teach the P1 mainstream students skills in Classroom Work Habits, Social & Comm Skills and Emotional Regulation Skills. Hopefully with the generalized skills and routines taught, students are able to transit and adapt in a primary school setting better. This initiative is a work in progress.