The pressure is building up and I feel I am slightly behind, but hey ho, I'm sure it will be fine (fingers crossed!).
So I'm still working with my SEN students and applying Drama techniques with in the workshops that I am running leading up to a performance which will take place in February, exciting times. The performance will see two schools join together for an event that has been especially designed to cater to students who struggle with SEN.
From my research I have found out that SEN covers a wide range of difficulties and some students fall under the SEN bracket due to other conditions such as Autism, Attention Deficit Hyperactivity Disorder (ADHD) Learning Disability or Physical Disabilities, how do you create a lesson that will facilitate all the needs of the students with in the class?
I broke it down into key areas that are highlighted with in Government documentation when speaking about students with SEN -
Communication and Interaction
Cognition and Learning
Behaviour, Emotional and Social Development
Sensory and Or Physical
Once I had these areas that students struggled with I then looked closely at the skills that needed to be improved with in my group, eye contact, listening skills, communication, cross gender interaction interaction with peers from different age groups, concentration, memory. How can I better equip my students using Drama as an intervention, teaching these skills in a fun creative environment.
One statement that has always remained with me during my research is 'If you know one person with Autism, then you know one person with Autism!' by Dr Stephen Shore, it is all about trial and error, not all techniques are going to work for everyone - we are all individual.
Hi Jonny,
ReplyDeleteIt sounds like it's all there and ready to roll but just needs you to empty it all into a document...which is easier said than done I know!
Your quote from Dr Stephen Shore about uniqueness really resonates with me at the moment - of the twelve students who agreed to take part in my inquiry not one had exactly the same experiences, perceptions or motivations as another. There are similarities and commonalities that might suggest certain teaching approaches but, as you say, 'not all techniques are going to work for everyone.'
I also like your thought about trial and error, although I think that it is more of an educated deduction than a stab in the dark, with the knowledge of previous experience guiding practice.
Good luck with it all,
S
Hey Jonny, It would be good to link up somehow or talk through this, as part of my area of work over a number of years is in exactly this area. It sounds like you have lots of great things going on. I have some projects I am currently working on and would think there is a crossover.
ReplyDeleteI am starting Module 2 in the New Year.
Russ Whittingham