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strategies used: good collaboration with parents, digital technology, collaborative learning, positive work atmosphere

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strategies used: good collaboration with parents, digital technology, collaborative learning, positive work atmosphere

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Aurora,România

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I know the strategies mentioned and I try to apply them constantly. In addition, for students who are very energetic, I negotiate activities that can help me: they help me share worksheets, display materials. I also resort to energy games and "brain breaks" when I find that they are tired. for example, we get up from the bench and make a few movements: we turn our arms, clap our hands, etc.

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Give the games
Collaborative activities
Tell them what they could do
DIGITAL TECNOLOGY

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I think that one of the most important things are to create a good atmosphere with everything well-structured and to explain things step by step. And this is really important for all students, following the UDL approach, these things work with all our students.
Order is also very important to get students start working to avoid distractions and to get focused.

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I agree. In my lessons I try to use Blended Learning as much as possible just to meet the learning needs of all students!

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I agree with the strategies mentioned in the infographic. From the beginning, I try to get to know my students. I communicate with them, my parents, the psychologist and the support staff. I use intuitive, auditory, ICT teaching materials. I emphasize the well-being of the student.

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Using simple instructions, a lot of movement during lessons

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I agree with the strategies mentioned in the infographic. In class I use several strategies, I like to have bonds with students, I realized that a positive athmosphere in class is very important not only for SEN students but for all. I use etwinning in class and it always went well, but going on an Erasmus mobility really creates bonds with students, it's wonderful to get to know them in a different context than school and it is contagious for everyone.

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We collaborate with families and support teachers. We use positive & encouraging language. We also learn about our students interests and strengths to easily bond with them.

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I agree with strategies mentioned. When I help in class I try to create a positive atmosphere, I pay attention to the students and if they are having difficulties, I try to help them or discreetly ask the subject teacher for help, I encourage collaborative work, help teachers to adapt the curriculum / tasks / assessments and ways of presenting the subjects / tasks to the students, collaborate with class teachers, specialists and parents. I try to be attentive, empathetic and helpful. I also try to listen to the students about the difficulties they feel and I try to know their opinion to improve and share with the teachers.

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I use simple instructions, peer support, visuals.

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Moja poučna strategija je pozitivna atmosfera u razredu i suradnja s roditeljima i stručnjacima.

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I worked in a class with special needs. After the first couple of hours, I got to know the students and to some extent detected their needs and the ways in which I could work with them in the vocational subject I was teaching. I had a special way and approach for each student because they were all individuals in their own right, one had his own assistant who helped him with tasks, the other didn't talk much, so I mostly sit with him and talked slowly and followed what he was doing, the other two were somehow more advanced, one was very speachfull and regularly asked a lot of questions, and the fourth student had problems with speed and concentration. Mostly in my work, a lot`s of help I have from the certain ICT tools with which we used in certain tasks, researcing certain topics on the Internet, and that really interested them and encouraged them to work. They were also involved in the annual World Skills competition, where they did a very good job of making business communications - hand-made and electronic greeting cards. I can say that technology helps a lot in working with students with difficulties and finnaly all depents on good strategy of the techer end knowledge.

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I totally agree with the strategies mentioned in the infographic. I would add:
- always pay attention to the font size and line specing
- praise the students (with compliments, appreciate their work in front of the class)
- prepare focued mini lessons
- set a a time for the tasks.

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Some strategies I use are:
-outdoor activities;
-team games;
project-based assessment;
-storytelling;
-reflection and emotional intelligence games;
-discovering how everyone calms down (drawing, music, talking, a few minutes of silence, cuddling);
-breathing and relaxation exercises.

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I agree with the strategies mentioned in the infographic. I try to get to know them by communicating with them, their parents and specialists. I teach the lesson with visual materials.

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I get to know my students by getting detailed information from their families. I use simple short sentences in class. I make a timeline. I teach the lesson with different visuals and materials. I use games in my lessons. I pay particular attention to working in the open field. I follow their progress by being in constant communication with families.

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Good collaboration with the family.
Simple instructions, one order to perform.
Visual images, precise actions. Calm and patient dialogue

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SEN Strategies - Sertaç Hindistan / TÜRKİYE

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SEN Strategies - Sertaç Hindistan / TÜRKİYE

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It can be trained to diversify the trainings related to the ones that can be completed in inadequacy, from the plan consisting of trainings related to an education that covers the classifications related to teaching, according to the content. The possibilities and demonstrations offered for adaptations may differ. • You will have a possible plan for your daily schedule and schedule. • In the lecture presentation, I sit in a place where I can see the student and hear my performances. • Will be able to support my student's relatives in the classroom in terms of providing an exemplary model. • I design with reorganization conditions to provide an environment for my students for loud noise and distracting conditions from the classroom. • Collaborate with and be with the father in order to develop and reinforce the education of children, to implement them in the home environment with the mother at school. • Can be trained to be fluent and express the language. • My statements about my students. •Student verbal expressions written and plans for misunderstanding my dream. • I am designed and designed to make my students stand out after the show. • Creations to create dreams for themselves. •Designed to take place in the student's history project.

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Techniques and strategies to be used in classroom - Diana Beldiman

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Techniques and strategies to be used in classroom - Diana Beldiman

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While working with classes where students with SEN learn, I apply some strategies that aim to increase the time that every student participates at the lesson as well as to strengthen the collaboration between classmates with different levels of skills mastery.
In this respect, I use:
-        Games with gradual difficulty;

-        Collaborative tasks in which students with SEN work with students with very good skills or content commandment;

-        Individual work with tasks designed to improve each student’s skills and I assist students with SEN that they better understand the tasks or I offer them clues to discover the right path to follow in order to solve a specific exercise;

-        Projects that bring together students with different levels of skills mastery and, within the group work, I guide my students to share tasks in a way in which all members of the team have something to do.

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I agree with the strategie mentioned. In my class I try to creat a positive atmosphere, I encourage collaborative work, adapt the curriculum, collaborate with the class teachers and with the children's parents.

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In my class activity I use simple verbal commands, when needed icons are used, visual timetable, I prepare content aimed at student development at all levels of development, especially sensory, I know my students and I adapt the content and behavior according to their individual peculiarities, I have a very good relationship with the parents of the students.

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I have found the SEN teaching strategies very interesting. Also, reading everybody's various experiences with teaching SEN students. Like some of you, I realize I have been practicing some of the tips without even knowing. Only recently I have had ADHD and Dyslexic students in the classroom and we realise how important it is "to communicate" with the families and the student themselves. For instance, with my dyslexic student I wouldn't push him too hard when doing "Giving directions" interactive tasks or I would ask him to prepare his "Reading task" well in advance to read in class at some point. Also found really useful to provide double-lined sheets of paper for their "Writing" tasks. Most importantly, to make them feel they can trust their teacher.

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I have found the SEN teaching strategies very interesting. Also, reading everybody's various experiences with teaching SEN students. Like some of you, I realize I have been practicing some of the tips without even knowing. Only recently I have had ADHD and Dyslexic students in the classroom and we realise how important it is "to communicate" with the families and the student themselves. For instance, with my dyslexic student I wouldn't push him too hard when doing "Giving directions" interactive tasks or I would ask him to prepare his "Reading task" well in advance to read in class at some point. Also found really useful to provide double-lined sheets of paper for their "Writing" tasks. Most importantly, to make them feel they can trust their teacher.

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1. We collaborate with families and support teachers
2. Identify favourite activities/ things to be used in classes
3. fun activities
4. energizers
5. visual materials/ posters/ colourful materials

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We used to learn materials from nature, rhythmic exercises for number strings, stories for numbers and mathematical operations, breathing exercises, outdoor activities.

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Some strategies I use are:
-outdoor activities;
-team games;
project-based assessment;
-storytelling;
-reflection and emotional intelligence games;
-discovering how everyone calms down (drawing, music, talking, a few minutes of silence, cuddling);
-breathing and relaxation exercises.

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I strongly agree with the strategies ooutlined in the infographic, and I often use all of them. i keep instructions clear and brief and , then I ask some of the students to repeat them to their classmates; i try to scaffold the tasks as much as I can writing the key steps on the board, I give students time to think before answering questions, and , Of course I always praise them stressing their achievements rather than their mistakes. At the beginning od a new school year I also give my students a VAK kearning styles questionnaire; it helps me designing my teaching strategies, resources and materials.

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My strategy is based on a good collaboration with parents, a positive atmosphere, encouragement, adapting the curriculum.

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My strategy is based on a good collaboration with parents, a positive atmosphere, encouragement, adapting the curriculum.

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Mihaela, România

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I am reading all these beautiful comment and I am amazed how some Teachers give themselves so much in doing their best to help every student in learning and inclusion. I totally agree with all the tips you gave. Until now I didnt have That much of SEN students. My approach to them consisted in following the pointers we got from school psychologist, for example larger font in exams, more time to finish the exam, more multiple choices questions in exams or fewer questions in it and oral exams dates announced before. And until now I didnt know students with diabetes Are SEN students also. From know on I will pay more attention to them and I will try to get to know my SEN students better. Thank you for the motivation ❣️

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Every morning started in my classroom with a hot chocolate and some snacks, because almost my all pupils are from families with economic difficulties and sometimes this is the first meal of their Day. I ask them if they were sleeping good and if they feel well and then we start our lesson.
Everyday I insist on what they can,  not in what they cannot. I encourage them with : Great!. You are awesome! It was such a great answer! etc
I colaborate with the parents, because they know better their children. I am a parent and I know that every child is someone treasure.
I agree with all the SEN strategies that I was read it in your infographic.

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I agree with all the SEN strategies presented in the infographic. I have adopted the following in my teaching practices:
-I try to establish a positive and encouraging environment by stressing my pupils' positive qualities and abilities, giving them awards such as " Spelling superstar", "Awesome reader" "Great Effort", "Team spirit" etc and these awards are accompanied by privileges such as a pupil can choose to talk about a favourite topic, we can play a game or read a book and so on.
-I have enriched my lessons with multimedia, interactive elements, games, role-playing, and team projects.
-I give clear instructions with examples.
-I sometimes ask a more competent pupil to assist a pupil with difficulties.
-I am the English Language teacher and I collaborate with the teacher of the class, the special education teacher, the psychologist, and in the more serious cases I keep regular contact with the parents.

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I agree with all the tips. I realized I have used them all without knowing it.

I give as simple instructions as possible. I divide the activities into small steps.

I usually have visual materials such as images, mind maps, films.

My lessons contain various kinds of materials: images, films, animations, puzzles, text, mind maps, presentations.

I make my lessons on Livresq platform (online interactive lessons) and I make them, visually, as simple as possible. I try not to place very many things on the same page so that the students do not have something to be distracted by.

I place in the front of the classroom the students who have problems with concentration and tend to do something else during classes.

I put the SEN students to work with good students who are willing to help them.

I keep a very close communication with the students` parents and the students who get help at home, get better results at school.

I collaborate with the school counsellor because she can give me information about each student's special needs.

I will give an example about one of my students. I have a student with visual impairment. I give her big (A3) copies of all the materials we use in classes. She also gets the written tests on A3 paper. At the beginning of the school year, she didn't agree to do this because she was afraid the other students would laugh at her. She couldn't keep pace with the others and got poor grades. At the beginning of the second semester, I talk to her again and she realized that her needs were more important than the others` opinions and she saw that the other students didn`t treat her differently and she accepted to get A3 materials, and her grades improved considerably.

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I teach English to secondary students and sometimes it's not a very motivating subject for them.
I always try to create a positive atmosphere so that they feel safer in class.
Collaborative learning is also a great tool whenever SEN students are supported with classmates who have a better understanding of the subject.
All in all, group work is a fun and interactive way to learn/teach a lesson.
Technology is perhaps a powerful tool we have with SEN students. There are several free resources and students enjoy while ther are learning.
Giving students responsibilities and jobs to build their sense of self-worth.

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Well, I keep myself informed about teaching these students; conduct action research projects and in the classroom I collaborate with other students, allow these students use assisstive technology and involve them into group activities.

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Strategies used: positive atmosphere in the classroom, collaboration with parents and professionals, adapting curricula, work tasks and materials, using digital technology, involving SEN students in collaborative activities.

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Communicating with colleagues and parents

In designing and conducting lessons, teachers can capitalize on the most effective ways of working, mixing traditional teaching strategies with modern ones, using various therapeutic techniques, the goal being to create skills that will ensure personal autonomy and socio-professional integration.

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I think is very important to use positive & encouraging language, to ask other students for help and work with both parents and other professionals. The material presented is well documented.

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The material presented is well documented. We also have students with SEN in our school. I have adapted the following methods:
- collaborative learning;
- giving additional time needed to understand new knowledge;
- creating a positive work climate;
- the use of encouraging and appreciative expressions,

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I always try to create a positive classroom atmosphere and to praise the student if he/she does something well. I think it's also important to have materials which are adapted for SEN students, these materials are made so that SEN students have little difficulty in doing the tasks, so they feel successful.

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My teaching strategies are the positive atmosphere in the classroom and collaborate with parents and professionals.

Collaboration with colleagues and parents is vital in producing a rounded view of the child’s needs and progress.

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My teaching strategies are the positive atmosphere in the classroom and collaborate with parents and professionals.
I also try to learn about students' interests and strengths.
Collaboration with colleagues and parents is vital in producing a rounded view of the child’s needs and progress.

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Recently I have had a great experience with my SEN students who took part in an Erasmus and eTwinning projects. Their joy and pride over the completed tasks was contagious for the whole class. This gave me some thinking and ideas for the next school year...

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Arșaluis-Luiza Rîpeanu, Liceul Tehnologic Lazăr Edeleanu Năvodari, Romania

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Arșaluis-Luiza Rîpeanu, Liceul Tehnologic Lazăr Edeleanu Năvodari, Romania

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Talking to the Child

The most important source of information that should be consulted continuously is the child or young person themselves. It is a statutory requirement that the views and wishes of the young person are taken into account when decisions are made regarding SEN provision, and that they are involved in the decision-making process as much as possible.

They can often tell you where their perceived difficulties are, and evaluate how effective the measures put in place to support them are. For example, it is counter-productive to give a fiddle toy to a child with ADHD if they personally feel singled out by it and perceive this as negative – this will not help to promote focus or reduce anxiety, so it’s important to know how they feel about it.

Using a child’s personal interests can also be a powerful tool to foster engagement and is particularly recommended in the case of children on the autistic spectrum. These special interests can be incorporated into learning activities or help you to create personalised reward systems.

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Arșaluis-Luiza Rîpeanu, Liceul Tehnologic Lazăr Edeleanu Năvodari, Romania

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Arșaluis-Luiza Rîpeanu, Liceul Tehnologic Lazăr Edeleanu Năvodari, Romania

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Communicating with Colleagues and Parents

When working with a child with SEN, knowledge-sharing and keeping lines of communication open helps you to support the child in the most effective way, building on previous successes, and responding to changes.

Your SENCo should provide you with detailed information regarding the child’s area of need and agreed outcomes, and copies of any reports and recommendations from other specialists and professionals who may be involved with the child.

Information and observations shared between colleagues are vital in producing a rounded view of the child’s needs and progress. Prior to working with the individual, you should seek information from previous teachers and teaching assistants, both to learn what has been effective and to ensure continuity of approach (for some children with ASD or anxiety disorders, this continuity – especially at times of transition – is extremely important.)

Creating and maintaining open and honest lines of communication with parents of children with SEN will also help you to develop a more holistic understanding of the child, their strengths, and their difficulties. There is also a statutory duty to communicate with parents of children with SEN at intervals to report on progress, and to discuss future outcomes and targets.

However, some of the most valuable communication comes in more regular, less formal contact. A home-school contact book or diary can be a simple method of establishing a two-way routine of information sharing with parents.

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I strongly agree with the strategies mentioned in the infografic. They are all very important and I must say I have often used some of them.
First of all, I always try to create a positive and supportive environment for all students, without exception. I use encouraging language e.g " Well done!" "Good work!".
I also try to learn about students' interests and strengths.
Collaboration with colleagues and parents is vital in producing a rounded view of the child’s needs and progress.

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My teaching strategies are the positive atmosphere in the classroom and collaborate with parents and professionals.