2024 Mar CBM - VP(SEN) Engagement Session by Pui Seng How

Your input...

2024-03-21 03:45:59 UTC

School Name

Your input...

how_pui_seng — 2024-03-21 03:47:44 UTC

School Name

Compassvale Pri

2024-03-21 06:01:02 UTC

Meeting student's learning needs. Teachers are confident to support and embrace all learners and to help them to improve their self management

Anderson Sec

2024-03-21 06:01:10 UTC

Strong TSR, understanding needs and interests of students.

Teachers have the competencies to identify different student needs and customise instruction to meet their needs. Presence of clear classroom routines, and strong classroom management. Strong TSR, good PSR.

2024-03-21 06:01:44 UTC

CVSS

SA

2024-03-21 06:02:03 UTC

Pedagogical - Differentiated Instruction to cater to different learning needs.

Behavioural - Clear routines and peer support.

Teacher skills and training

2024-03-21 06:02:07 UTC

CHS

2024-03-21 06:02:21 UTC

Identify the learning or emotional needs
Implement support plan in classroom
Monitor the learning needs in class
Review and provide feedback to cmt, parents and stakeholders

Compassvale Pri

2024-03-21 06:02:24 UTC

Large class size, varying teacher competency, confidence and beliefs.

Anderson Sec

2024-03-21 06:02:28 UTC

Adaptability of teachers, teacher competency, e.g. understanding socio-emotional needs of students

FVPS

2024-03-21 06:03:08 UTC

FVPS

Whole school / level common language

Students are actively involved in learning

Strong peer support

Teachers and students are empathetic, pro-active and collaborative

SA

2024-03-21 06:03:32 UTC

Either because teachers are not equipped or lack the bandwidth.

YCKPS

2024-03-21 06:03:51 UTC

-Knowing every child's strengths and needs well

-Structure and routines for learning and development in the classrooms

-Buddy system in place for every child in the class

-Intentional planning to incorporate strategies (eg. 'chunking', tech support)

2024-03-21 06:04:00 UTC

Hougang Primary

Clear communication of elements of positive classroom element

Understand student needs

PD for teachers in classroom management based on their competencies

Range in teacher competencies, different levels of readiness, distribution of SEN in classes (can be concentrated a bit more in NT/G1 classes)

2024-03-21 06:04:22 UTC

CVSS

EFPS

shirleySQ — 2024-03-21 06:04:46 UTC

Have a deep understanding of the SEN students' needs and behaviours
Creating space in class e.g., calm down corners in the class
Equipping the teachers with basic skills such as (i) identify and recognise traits of ASD, anger management etc (ii) strategies to manage behaviours e.g., meltdowns during TTTs
Emphasise differentiating the instruction in class to meet the needs of the students

The strategies and activities are designed to lower the barrier for students with SEN. These strategies and activities are also helpful and engaging for students without SEN. Learning and classroom routines, flexible seating arrangements and grouping of students are intentional to ensure behavioural support are planned.

2024-03-21 06:04:46 UTC

AGPS

2024-03-21 06:04:46 UTC

where teachers are able to engage all students effectively using and embracing universal design principles such as DI

Accommodation; classroom setup; to make it inclusive; eg a quiet corner

AGPS

2024-03-21 06:05:10 UTC

not enough time

Capacity building of staff

PHSS

2024-03-21 06:05:35 UTC

Regardless of SEN/otherwise, but on needs

Ensuring classroom routines
Ensuring LOs are written clearly
Peer support leaders to support and befriend students with needs
Team teaching for certain classes, classes with challenging cases.

Hougang Pri

2024-03-21 06:05:49 UTC

level of competencies - vary

Teachers ‘ mindset

YCKPS

2024-03-21 06:05:54 UTC

-Varying staff competency, confidence level

EFPS

shirleySQ — 2024-03-21 06:05:58 UTC

Competencies and confidence level of teachers in managing such students

FVPS

2024-03-21 06:06:46 UTC

FVPS

Challenging to manage students with high needs

Teachers' competencies and perceived lack of time to design and plan may be reasons. Some mindsets shift may be needed to empathise the differing needs of our students in the classrooms.

2024-03-21 06:07:03 UTC

CHS

2024-03-21 06:07:14 UTC

1. Identify the learning or emotional needs
2. Implement support plan in classroom
3. Monitor the learning needs in class
4. Review and provide feedback to cmt, parents and stakeholders

CHS

2024-03-21 06:09:49 UTC

Uneven Teacher Competency
Undiagnosed cases of SEN, leading to teachers' perception as misbehaviour, thus not implementing the appropriate measures to address the concerns

Serangoon Sec

chen_xuanting_edmund — 2024-03-21 06:09:56 UTC

There are many examples of instructional practices that are beneficial for all students regardless of educational needs. These include:

Promoting positive behaviour by establishing and reinforcing clear expectations for all students.
Using multiple means of representing information to accommodate varying learning preferences.
Establishing a supportive classroom environment with clear rules, procedures, expectations to minimise disruptions, e.g. between lessons.

SSS

chen_xuanting_edmund — 2024-03-21 06:11:07 UTC

Varying competency of teachers.

Need to create time to focus on "basics".