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After watching our student's feedback and PD sessions, it is clearer to me that all caregiver, teachers need to acquire the pedagogical strategies to establish clear routine, use their preferred style of learning, try to find buddies to support the SEN, use more infographic approach to enhance their learning to better help the SEN. To overcome my progress to teach SEN students. We need to have the whole school and family collaboration to set up a SEN ecosystem to develop the SEN to face the challenges of the future world.

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It has become clearer as I am more aware about the inner workings of a child's brain.
I am also seeking insights into engaging children with ADHD and autism in an inclusive classroom.

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1. The strategies that I can use to help SEN students.

2. So far, we have only talked about SEN and ADHD students. What about students with dyslexia? It would be good for us to develop some strategies to help students with dyslexia.

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SEN students might not be diagnosed and it will be good for teacher to be vigilant and be mindful of what we do or say in class.

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SEN students might not be diagnosed and it will be good for teacher to be vigilant and be mindful of what we do or say in class.

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-Today I have learned different strategies to be deployed for students with different SEN

- How to better manage the other students' expectation in the class when students with SEN acted up

-There maybe some students who might not be diagnosed while in the same class with SEN students, they might also need our help to deploy customized routine to these students.

-

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1. The signs and characteristic of students with ADHD and ASD. Some strategies to engage/help SEN students.

3. the class size? Will teacher feels overwhelm with FSBB + SEN students? Differentiated instructions with strategies.

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I have gained more knowledge about some of the strategies that can help to manage SEN kids. And now I am more aware of why certain students behave in a certain way and how we can help them.

I do not have any immediate question but I would still like to know how do we do full justice to the needs of these kids when we also have take into consideration of the rest of the kids.

Their behaviour might hinder the progress of our teaching as due to them lessons can be disruptive. .

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1 It is very important to listen and help SEN students.
4 - put SEN student seat near whiteboard
- more positive talk with SEN students

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First learn to see from the kids perspective rather than ours
- theory is not everything
Love and care for these kids as if they are our own kids
- we will appreciate teachers to love our kids the same way if we have kids with SEN

As we role model, the rest of the students from the class will also learn from us….

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Students with SEN are real and co-exist with normal mainstream students. We as teachers have to be more inclusive and more understanding and must up our skills to manage the students under our charge.

Good to have professional sharings and discussions such as PD.

With more teachers working together sharing ideas, knowledge and skills.

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The notion of empathy and truly understanding the perspective of the students who unfortunately go through these difficulties. That said, I still want to learn more about the ways to ensure that my lessons are catered to all students - SEN students and ‘regular’ students alike. How do I ensure that my lesson is not too slow nor too fast, thus catering to students of all abilities and not slowing or hindering their learning.
Additionally, some other issues that we may face is identifying   the lesser known symptoms and catering towards it as these are not fixed.

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1. How it feels like to have Autism and ADHD through the videos

2. Lack of time to prepare engaging lesson materials and to speak to these students regularly to reinforce my expectations

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Self-reflection
1) Students with SEN can be hardworking students as well given the right stimulus

2) How to get the SEN students to get to the level of the student in the video (wanting to learn etc.)
When do I tell off the SEN student when he/she is not in the same page as the rest of the class.

3) Lack of time and patience to come out with a myriad of ways to help these students to learn

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Managing and understanding them better, they are definitely facing challenges of their own

No question but will learn much more as we deal with them

Will be more ideal to have a small group of students in class

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1. Now I am more aware of what an SEN student is facing/experiencing.

2.How teachers can better support the SEN learners as different learners may adopt certain strategy better than others. (if they are able to inform the teachers what works well for them)

3. Most of the time teachers are in a rush to complete whatever that need to be taught and this might affect how we are able to deal with the situation on a daily basis.

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1. Regardless of the diagnosis, it seems like children with special needs have sensory and filtering issues. Patience is important when teaching them.

2. Other questions - In response to issue raised in Q3 below.

3. Many of our students with special needs also have attitude and other forms of behavioural issues. Our strategies may be well intended, but they will still be ineffective if students are not willing and do not respond to the strategies.

4. How to do better? Seek advice, try and try again

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There are many challenges faced by a student with special needs and it takes a lot for them to learn smoothly.
I believe it is most effective when we understand each child as an individual well to explore what works best and what doesn’t for them.
A concern I still have is when we have many high needs students in a class, where the stimulus may be overwhelming for the SN student and it is not so easy for us teachers To explore strategies that work well with the students.

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1. The SEN learning needs.
2. How to differentiate between recognising their needs and pandering to their whims & fancies.
3. When we teachers are anxious ourselves and overwhelmed with other aspects of work.
4. To empathise and be more patient with these special needs students.

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1.  Not all ADHD students are hyperactive. Some can just be very distracted easily.

2. Who are the students who are SEN? Where can I find this information about the students I teach?

3. Even with a lot of support, some SEN students are still not doing well. Is it okay to lower our (academic) expectations for these students?

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1. Some of my students’ behaviours in class started to make sense.
2. Effective Tools & strategies to better help/handle the SEN students.
3. There might be quite a handful of SEN students (diagnosed & undiagnosed) in the same class, with different special needs to cater to. I may not be able to settle everything at the same time.
4. After watching the video, I will be more sensitive to sounds I created in class. And try my best to provide students with more modes of learning. (Visual, hearing, kinestic..)

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It’s is clearer to me on the conditions/needs that our SEN students have.

No specific questions at the moment.

As many of the SEN students have multiple conditions, I feel it is sometimes difficult to apply what I learnt. Especially in cases when it’s ADHD/autism with other conditions..every students are unique.

Finding out on the different SEN cases that are present in my teaching classes, even the “low profile” ones. When I am aware of their conditions and needs, I can support accordingly.

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1) I have a clearer understanding of the experiences of students with autism and ADHD.
2) No questions

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1. Having been in the shoes of an SEN person, I can understand their views better. I’m more aware of what to do or not to do in class with them.
3. The progress of other students should not be compromised when helping SEN students.
4. Taking and posting videos for students’ referral will help them review lessons as often as they need.

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1. The need for teachers to try out different strategies to engage our SEN students
3. Finding the suitable way to engage them as trying need time. The students themselves might not be receptive to our help too.

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I now know more about what ASD and ADHD characteristics are, which would help me to empathise more and take these characteristics into account when I am conducting my lessons.

I think one possible issue that might hinder my progress when teaching students with SEN is when other classmates are not as understanding towards the SEN student.

One way that I will try to help my SEN students after watching the various videos would be to ensure that I give bite-sized instructions for any assignments that I give the class.

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1) How can we help the SEN students become clearer to me.

2) How can I minimise the impact for other students while handling the SEN student?

3) The understanding from other students are very important as some of them may feel that their learning in classroom is affected.

4) To work with the parents to help our SEN students to improve not only in school but also at home.

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1. The two types of ADHD, and how they may be combined in a single student. And understanding the experience of ASD/ADHD persons

2. How to manage students with overlapping conditions? Such as ASD overlapping with ODD or Depression

3. Ensuring that other students in the class do not perceive me as unfair, or thinking that they can follow the behaviours of the ASD and ADHD students.

4. Be sensitive to their needs such as not causing excessive unnecessary sounds. Provide teaching materials in the manner that these students best receive it.

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1. I know the differences between ADHD and Autism.
2. Is there a book on how to manage and motivate SEN students?
3. How to manage if the class has more than one SEN student?
4. Be more empathetic and see things from their perspectives.

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1. What has become clearer to me?
SEN students are not 'mis-behaving'. It is the neurological difficulties they are having and they need help.

2. What are some other questions that I still have?
How to manage different types of SEN better?

3. What other issues that my hinder your progress when teaching students with SEN?
Not able to understand them can hinder the progress. More sharing and understanding of the students under our charge will help me better able to manage the students and his/her needs.

4. How can I further help my SEN students after watching the video?
Get to know them better to understand their needs and guide them

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1) The difference between autism and ADHD.

2) Will knowing about their condition make the situation worse for the students? As in them using it as a mere excuse?

3) The class size. Will differentiation instruction really help if each SEN student is uniquely different? Will there be the issue of teacher burn out?

4)

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Clearer perspective of students who has ADHD/ autism, to exercise more empathy when dealing with them and strategies' appropriate classroom practices.

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1. ADHD, Autistic students need help in their learning. Be mindful of their conditions
2. No
3. Inability to handle the students or class
4. Be more patient n understanding

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1. How an ADHD student views the world (his POV)
2. How the SEN student's condition changes as he/her transitions from adolescence to adulthood
3. My own emotions and energy level
4. I can further empathize

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The different needs between ADHD and autism students

Are there a list of strategies that can be shared with others so that we can have some ideas of what are the other possibilities to handle the students

I believe it is important to work together as a community. There may be times when an uneventful matter could have happen before our class that cause a spill over of emotions not only for the students in matter but also the class as a whole. How can be better manage this before the start of the class?

Being patient is important, we may want to rush to complete the lesson but emotional needs of the class is just as important

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I am more aware and better understand how students with ADHD and ASD perceive things differently. The videos shown were very insightful. It makes me more conscious to be more inclusive in my teaching and be more patient and understanding in helping these students to cope and manage

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1. What a student with ADHD or autism actually experiences

2. What can I do if the parent of the child refuses to get the child checked up and medically diagnosed, when it is certain that the child needs SEN support

3. Other students who dont understand the students’ condition,and make matters worst for the class

4. With greater awareness on SEN, i can better manage my emotions when dealing with SEN

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The video has helped me understand the perspective and needs of an SEN student. When a melt down occurs, it disrupts learning for everyone. We need to understand the individual needs of the students and customise differentiated strategies to better engage them.

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1. It is important to ensure inclusivity of the SEN as they are trying. 2. How can I manage my own emotional expectations when dealing with SEN students (ie.:fear) 3. Worrying about the progress of the other students. 4. Have more empathy and patience and make time to strategise.

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1. how special needs students see the world
2. is it fair to give more attention to such students ?
3. lack understanding of their needs
4. try diff strategies with SEN kids in my classes

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- I like the videos which have put across to me the physical/neurological experiences of students with ADHD and ASD. I now have a clearer idea of what they experience with the help of these visuals.

- Continue to approach these students with empathy and kindness, beyond all tangible strategies like buddy system, routines, seating arrangement etc. Kindness and empathy will always help us to win the situation at the end of the day (my strong belief).

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Clearer - some of the causes that make it worst for these kids

Questions: am I really able to help? And still manage the class…. What if there are injuries? How liable are we?

Hinder: whether I have adequate knowledge and know how. Talking is one thing….. experience is another. Each child is also different

Help: Since I am more aware of the causes…. I hope to remove some of it in order to help

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(1) Able to understand better about SEN students needs
(2) What can we do to students who really do not want to listen and do the work given?
(3) SEN students who are still falling behind their peers in the academic performance
(4) Need to use effective strategies to help the SEN students learn

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1. The facts about ADHD

2. How can the school step up teachers’ ability in managing SEN students?

3. The support may not be uniform for the student across the subjects or maybe at home too

4. Better understand their specific needs

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- our school has an established support system for the SEN students' learning and our teaching

- how to establish a culture of understanding and acceptance in class if/when we have different routines/standards for SEN students?

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1. That there are ways for teachers to be more intentional in our teaching and planning to help these students.
2. Nothing at this moment.
3. The revamp needed in the way that my dept design our lessons for SEN students; lack of support from parents; students' own choices of non-compliance.
4. More mindful of their needs; holding on to routines; etc.

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1) I better understand on strategies on managing SEN students
2) Nil
3) When there are multiple SEN students in the class (For myself, I try to be as patient as possible and my strategy is to engage buddies to help out.
4) Continue to reinforce routines

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I am clearer with what the students with ADHD and austism experience. It is really hard for them to focus.
My issue is how to effectively engage them because there are many other students in the class who needs our help.
I need to be patient with them because they have a lot of stimuli to dead with. If I were them, I would feel very upset with myself too.

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Too many things happening at the same time.

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Dear Colleagues,
Thank You for participating in Staff PD C where we learnt more about Autism and ADHD. This feedback form would take you about 5 minutes to complete. Do share your feedback and comments.

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Distracted and information overload. Unable to focus.

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Strong buddy. To minimise distractions that the student give to others when the student move from one place to another to chit chat with the other classmates. Buddy who is able to keep the student seated and if possible to get work done.

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- fidgety, walking around to disturb friends
- give prep talk (routines, expectation) before the lesson by subject teachers

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If student is Distracting others
- put him/her a bit further, but still within the group

If student is Distracted
- remove distractor (can be a fellow classmate or an object)
- student might not be interested in the activity; once we see him/her being distracted (eg. “I want to go to the toilet”), we let him/her complete the tasks in bite-sized chunks; to figure out what motivates him/her (eg. Affirmation)

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Behaviour 1: Distraction for ADHD students
Strategy: Follow routine and remove distraction, e.g. things on his table.

Behaviour 1: Sudden outburst of emotions for Autistic kids
Strategy:  Creating cooling corner in the classroom for them to calm down.

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Behaviour 1: cannot complete homework. Choose not to do or forget.
Strategies: stay back after school, one to one. Less distractions, can learn better.

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- provide immediate feedback
- chunking
- have empathy, be kind to the child (child understands that the teacher cares for him/her and then is more willing to cooperate)
- seating arrangement
- buddy system

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1. Meltdowns (excessive screaming/shouting
2. Inability to follow instructions

Strategies:
- Time-out / Cool down time
- Slow talk the student
- Breathing exercises (for the teachers to calm themselves down)

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- do not force them to do it at the same pace as their classmates, celebrate small success
- give them a longer runway. needs to customise to their ability
- be patient
- break big task into bite-size tasks
- Subject-based routines - when they do exactly what they need to do
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Challenging Behaviour:
1. Speaking loudly and out of turn
2. Work done slowly (off-task) and frustrated when teacher moves on when they are not ready

Helpful Strategies:
1. Be patient, do not get angry as they have underlying causes
2. Allow some flexibility but maintain a boundary for them (Differentiated - safe space to try some activities but not a must to do all steps - allow imperfectness)
3. Peer Support (Trusted Buddies) to motivate students / keep them on task

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We empathize with the child.

We now know that we need to set up a routine so as to allow the child to manage his/her behavior.

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feels frustrated...how to differentiate between genuine case or is the child faking it (child just says: I cannot control it)

disruptive to the other students (high levels of noise)

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Not sure whether the child is following what teacher is teaching
Teacher must know what to expect from the child, expect the child be trained with routine in place.
Set basic routine across classes. With specific routines for specific subjects.
Customisation
Visual aids

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-need to provide scaffold (checklist) for the child
- one instructions at a time
- check on and affirms the child
- thoughts: how can i be a center of focus for the child so that he can focus on my teaching?

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1. Tiring, and if it happens after a long day, it might affect our mood and responses. Sometimes the student just wants to walk around to exert his energy and dealing with it on a daily basis might affect us

2. National exam matters, some students are not medically diagnosed due to parents decisions. What are we to do when these students are unable to control themselves during national exams

Increased awareness on SEN amongst the general student population.

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how do you feel as a tr tg ADHD child?
- overwhelming
- different children react differently, need to think
- cannot carry away by their actions , need to calm ourselves down
- do not be disheartened if child cannot meet acad demands
-

What are some thoughts comes through your mind?
- have to think of ways to engage the child
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We feel exhausted and we feel the need to discipline the child as the behaviour of the  child can disrupt the tone of the whole class. So it is important to follow a structure and routinize the structure to make the child behave appropriately.

We also feel that use of pictures can calm them a bit as that prevents them from getting distracted easily.

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Too many distractions and the child isn't able to focus and concentrate

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The child felt overwelled with the instructions because he or she is unable to organize these instructions clearly.

The child will feel frustrated not being able to manage his thoughts.

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1) Many things are going in the child’s mind from trivial to important matters. He is unable to prioritize what to attend to.

2) alot of information, all mashed up are recieved by the child

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1. There are too many things that are distracting the focus of what need to be done

2. There are loud noise, distracting pictures that goes around in the video.

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1. Too many things to remember. Overstimulation of senses. Overload of info

2. Bits of information flashing with colours, patterns flashing all around, and overload of sensory stimulation that can easily make a person dizzy

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A lot of things. Sometimes linking to his own experiences? He also registered the things that is going on in the background as well, like the phone ringing.

Half way through reading he reminded himself to buy dog food home.

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-Too many distractors and too many things going on at the same time-> not able to focus
- sounds/ bright lights/ images

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Messages , numbers and words are jumbled up. Overstimulation. Difficulty focusing.

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unable to focus.
so many distortions
too many distracting lights
too many diverse thoughts about things to do, about the lesson
the child does not know what is going on.

overwhelming. may be cannot organise the thoughts

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Confusion..a lot of things in the mind

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1 ) There are too many things going on in the child's mind.

2) I observed that different things jumping out from the child's mind every second.

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The ADHD person is experiencing lots of distractions. Has difficulty to use up his energy.

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1. Information overload, unable to focus on just one detail

2. The large number of text flashed in front of them and the information is very random as well

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Brain has too many stimulus, cannot function to categorise  information and sieve out information.
-  Child should be feeling confused

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1. He is trying to navigate through a churning pool of thoughts
2. The random thoughts which flitted in and out, and focused in and blurred out,
from the screen

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1. Too many things that interest the child / distracting the child from the task in hand.
2. There are so many stimulus that forces me to see / hear apart from what is written.

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Too many information and stimulus from the environment. The child seems to be distracted all the time, and unable to remember things or organise information.

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A lot of information that doesn't make sense. Too many details to understand and remember
Information/facts are not coherent.

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1. Alot of things
2. His thoughts are messy

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Too many things are going on at the same time.
Many things popped up.

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-many things going in the mind
-While reading the passage, the child couldn't concentrate while many things pop up

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Need to give clear and concise instructions. May need to show instructions in different forms. Flash instructions part by part. No background music to minimise distractions.

Get the student to sit in front to minimise distractions that is coming from their classmates. Easier to monitor student too.

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1. Everything that he can see is a distraction or getting his attention

2. Names, things, place, random words that come to mind

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1) Many things going on in the child's mind
2) I observed many things going on in the child's mind.

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1. A lot of thoughts about different things that are interfering with the current task

2. Too much irrelevant information that distracts me from focussing on the important information

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Overwhelmed with information and events happening around them. They are constantly distracted and are unable to focus on a singular task

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Too many things going on and the person is constantly distracted by different information / stimulators in the environment.
Video shows that information are not processed systematically or an in organised manner in the brain and there’s hyperactivity

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1. Jumble of thoughts and distracting thoughts/images

2. Everything is happening everywhere all the time.

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Trying to read the passage but distracted by their own concerns and needs outside of the given task. Their visual and auditory senses were also being assaulted/distracted.

Special effects made it hard to read the passage, while unrelated thoughts kept intruding.

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1. Many things are distracting the child.
2. There are sounds, Colors, patterns and random thoughts coming out together with the comprehension passage.

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Think: Too many inputs going through at any one point …. Inundated with information

Next thought comes in before completing the previous.

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Confusion as too many things are happening at the same time. There is also an information overload.

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too many thoughts at the same time
everything is a priority
what to do first?

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There’re quite a few things need to be done and they just jump out suddenly