SLIDE 1
Best Practice in Teaching Children Who Are Non-Verbal
Teaching, Planning, Target Setting and Review NCSE
SLIDE 2 National Council for Special Education - NCSE
Building Schools’ Capacity
- Develop schools’ capacity to include students with
special educational needs.
- Promote a continuum of support which is inclusive and
responsive.
- Strive to bring about improved educational experiences
and outcomes for all students.
SLIDE 3
NCSE Roles
Allocate supports to schools Provide advice and support to educators,
parents and guardians
Undertake and disseminate research Provide policy advice to the Minister Developing post-school role for adults
SLIDE 4 What supports do we give to schools?
Teaching and Learning Sensory Needs Behavioural Supports In-school Support Continual Professional Development Direct support to some students where appropriate Support for School Leaders Support Parents and Guardians Assistive Technology Allocation of Resources
SLIDE 5
www.sess.ie
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What does the term non-verbal mean?
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What pupils might we work with?
High functioning pupils with ASD Pupils with diagnosed syndromes Pupils with multiple disabilities
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Non-verbal communication
‘The communication challenge belongs to
persons with typical communication skills as well as to the pupil who has more limited use of communication’ Goetz (1993).
SLIDE 9
What can teachers do?...
Create and foster a learning environment
that might enhance communication, cognitive development, participation in society, social skills & independence
SLIDE 10 Non-verbal pupils and sensory processing
Sensory processing
difficulties
SLIDE 11
Non-verbal pupils and priority learning needs
Communication skills Life skills development Cognitive skills ASD’s Social or intrinsic anxiety Howard Gardners Multiple Intelligences
SLIDE 12
Best Practice - ZPD
SLIDE 13 Best Practice - Does memory influence the development of self awareness ?
Non- declarative memory Sensory / immediate memory Working memory Long term memory Declarative memory
SLIDE 14
Best Practice – Person Appropriate
SLIDE 15
Best Practice – Teaching, Planning, Target Setting & Review
Priority Learning Goals: Communication & Language goal Developing cognitive skills goal Social / emotional awareness goal Self care goal Independence skill development
SLIDE 16 Best Practice – Teaching, Planning, Target Setting & Review
learning
experiencing attending responding initiating acquiring becoming fluent generalising
SLIDE 17 Best Practice – Teaching, Planning, Target Setting & Review
SEN Pathways + Early A (under redevelopment) “indicate awareness of sensory stimuli in the
learning environment”
“shows consistent patterns of attending to stimuli /
activities… in the learning environment”…
“responds to verbal and non-verbal cues” “shows recognition of objects of reference” “demonstrates verbal / non-verbal turn-taking”
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Best Practice – Teaching, Planning, Target Setting & Review
SLIDE 19 Best Practice – Teaching, Planning, Target Setting & Review
*Under redevelopment with the NCCA
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Best Practice – Teaching, Planning, Target Setting & Review
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Best Practice – Teaching, Planning, Target Setting & Review
Listening and attention skills Recognising and recreating sounds Relating to others in the environment Developing turn-taking skills Expressing feelings & emotions Communicating needs effectively Choosing words to labels Experiencing and recognising commands
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Best Practice – Teaching, Planning, Target Setting & Review
SLIDE 23 Best Practice – Teaching, Planning, Target Setting & Review
What elements should we consider when
planning for non-verbal pupils?
Awareness of self Awareness of others Looking Turn taking Listening Making sound/s Actions
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Best Practice – Teaching, Planning, Target Setting & Review
NCCA L1LPs Developing communicative relationships Developing Understanding Exploring and Using Language Reading Written expression
SLIDE 25
Teaching Approaches
Self awareness skills Pupil led learning The physical, emotional and tactile
environment
Early reasoning & cognitive skills The concept of choices & choice-making
skills
SLIDE 26 Teaching approaches and target setting
What is the pupil’s personal world experience? How stimulating is the learning environment? What is the pupil’s repertoire of receptive /
expressive language (what does s/he respond to)?
Can the pupil engage in choice making? What are this pupil’s communication strengths? What are this pupil’s cognitive strengths? What skills would we like to further develop in this
pupil?
SLIDE 27
Teaching approaches and target setting
Learning through senses Organising the environment Forms of communication PECS, LAMH,
ISL, Assistive Technology
The use of functional assessments Appropriate planning Record keeping
SLIDE 28
Some resources
SLIDE 29 Contact details
NCSE c/o Cork Education Support Centre, The Rectory Western Road Cork Web: www.sess.ie Phone: 021 425 4241 E-mail: info@sess.ie NCSE c/o Navan Education Support Centre, Athlumney Navan
Web: www.nbss.ie Phone: 046 909 3355 E-mail: nbss@ecnavan.ie
