SEN CASE STUDY
Student: Rachel Gleasure
Course: Higher Diploma in Arts in Art and Design Teacher Education
Deadline: 14
TH
February 2014
Tutor: Aine O Donovan
Differentiation
Sen Case Study
ADHD
SEN Code of Practice
Government education policy focusing on children meeting
their full potential
Provide equality opportunity and high achievement for all
children
Provides rights to the child with special educational needs
Allows the child to be heard and take part in decisions in their
education
The Four Areas of SEN
Cognitive and Learning Needs
Behavioural, Emotional and Social Development Needs
Communication and Interaction Needs
Sensory and/or Physical Needs
Rationale of scheme
No two children are alike. An enriched environment
for one is not necessarily enriched for another.
Marian Diamonds: Professor of Neuroanatomy at
Berkeley
Do not train children to learning by force and
harshness, but direct them to what amuses their
minds, so that you may be better able to discover
with accuracy the peculiar bent of the genius of
each Plato
Definition of Differentiation:
Definition: Differentiated instruction is the practice of
modifying and adapting instruction, materials, content,
student projects and products, and assessment to meet the
learning needs of individual students. In a differentiated
classroom, teachers recognize that all students are different
and require varied teaching methods to be successful in
school. They see their role as creating that environment for
their students.
Introduction
Definition of ADHD: Attention Deficit
Hyperactivity Disorder
ADHD is a biological condition caused
by an imbalance of the chemicals in
the brains neurotransmitter
Main Types of Behaviour
Over active
Impulsive (Hyperactive)
Inattentive
Combination of both ( majority of cases)
Facts
5% OF THE CHILDREN WORLDWIDE HAVE ADHD
4-5 TIMES MORE PREVAILANT IN BOYS
GENERALLY DIAGNOSED AT THE AGE OF 5
ADHD HAS NO BEARING ON INTELLIGENCE
GIRLS ARE LESS LIKELY TO BE DIAGNOSED THAN
BOYS
The MAJORITY OF ADHD CHILDREN ARE UNDIAGNOSED
50% OF CHILDREN WITH ADHD DISPLAY SPECIFIC LEARNING
DIFFICULTIES SUCH AS DYSLEXIA OR DYSPRAXIA
CHILDREN FROM POORER ENVIROMENTS ARE MORE LIKELY
TO DEVELOP IT
THE FIGURES OF CHILDREN WITH ADHD IN THE USA ARE
MUCH HIGHER THAN IN OTHER COUNTRIES
Recommended Strategy
Make eye contact and use the pupils name when speaking to him or
her
Provide clear routine and rules and rehearse these regularly
Demonstrate what you want the pupil to do
Give Specific praise and give attention to positive behaviour
Keep instructions simple- the once sentence rule
Sit the pupil away from obvious distractions e.g. windows,
computers, cupboards
Recommended Strategy
Interact with the student in a calm manner
Sit the pupil away from obvious distractions e.g.
windows, computers, cupboards
Seat among well-focused peers, preferably those whom
the student views as significant peers
Seat the student at the front with his/her back to the
rest of the class
Provide advance warning that something is about to
happen/finish as these students can
experience difficulties at transition periods
Set targets as a positive option for the student. See the
completion of these targets as an opportunity to give a
reward
Tell the pupil when to begin a task
Encourage the pupil to repeat back instructions before
starting the work
Recommended Strategy
Student Profile: Strengths
Attitude to work: Has a good attitude to work once focused and is
reasonable
Learning Strengths: Hardworking when motivated, high level of inter
personal understanding, reacts well to praise and good at understanding
human aspects. Comprehension skills are a relative strength
Talents: Good at sports, decent and considerate towards others, witty
and quite a deep thinker
Interests: likes Soccer, horse riding, socialising, TV and fashion
Social Skills: Appears confident and has as an outgoing personality, gets
on well with peers, is quite well liked and has a good attitude in general
Learning Needs
Difficulties: Attention, concentration, ability
to complete tasks or focus on challenging tasks,
sometimes struggles when reading, struggles
with higher order questions
Behaviour: Some minor behaviour
difficulties, naturally chatty
Attitude to work: Rarely produces
homework, you have to chase after it
Student Profile
Age: 14
Subjects: English, Irish, Maths
Resource: 3 hours per week
Favourite Artist: Vincent Van Gogh
Favourite Artistic Medium: Lino Cutting
Favourite Programs: Comedians
Favourite Apps: Play store
Student Profile
Social Network sites: Facebook
Favourite Classroom Environment/Teaching Methods:
Active, movement, drawing, making or constructing
Favourite Aspect of School: Sports
Dislikes most from School: Work
Motivation to Learn: If its interesting
Lesson Scheme
Rationale: To design an individual logo for an emergency
response team for Goal in aid of Typhoon Haiyan
Specific Learning Outcomes:
Discuss and explain what graphic design is and what development
education is
Evaluate and discuss well known graphic designers and professional
logos and the visual impact that it has on our society
Understand and employ key phrases used in graphic design
Promote a point of view in human development education issues and
become active in conceiving a future for human rights
Visually communicate ideas through a simple, effective logo for the
organisation, that conveys clearly what the message is about
Experiment with typography and typeface to create a slogan and a
tagline to go with their logo
Methodology
Quizzes, Worksheets, Mood boards, Brain storms, PowerPoint Presentation,
Visual Aids
Drawing, Doodling, Sketching, Illustrating
Self Evaluation
Peer Reviews, tutoring
Homework
Class Discussion
Questioning
Whole class teaching
Group discussion
Activity based learning
Independent based learning
Differentiation
Extra work sheets
1:1
Use of repetition of words
Clarifying
Repeat instructions
Buddying system
Demonstrations
Use open ended questions
Praise
Adjust vocabulary
Adjust pace
Visual aids
Prompt
Working to a Brief
Brain Storming and Research
Work Sheets and Development
Reflection &Critical thinking
Final Product-Logo, Tagline and
Application
Targets Promoting Positive Behaviours
January 2014 SEN
8
th
10
th
15
th
17
th
22
nd
24
th
29
th
31
st
To interact with a peer positively in every class
/ abs
/
/
/
/
To practice decisions 5 times in the project
/ /
To take direction from the teacher on the second
prompt
/ / / / / /
To ask for help if needed and wait for his turn once in
every class
/ / / / /
To tidy away and put away materials at the end of
every class
/ / / / / / /
To be aware of inappropriate discussions, language or
behaviour by reviewing at the end of class
/ / / / / /
To co-operate with the teachers instructions
/ /
Students must complete 25 goals per the scheme -- Student exceeded his target with 33 ticks including absenteeism on 1 lesson
Evaluation
Strengths
Huge improvement in behaviour
With an encouraging prompt the student will complete
task
Completed a finished piece
Worked well and consistently once he got into the project
Weaknesses
Needs to be assured when working on a project
Student will often look for help
Needs clarification on tasks and explanations of terms
Does not fulfil all tasks and gets tired easily
Bibliography
WEBSITES
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Books
ADHD Attention Deficit Hyperactivity Disorder in Children, Adolescents,
and Adults: Paul H Wender, Oxford University Press, New York (2000)
The ADHD Handbook- A Guide for Parents and Professionals on Attention
Deficit/ Hyperactivity Disorder: Alison Munden and Jon Arcelus, Jessica
Kingsley Publishers, London (1999)
Special Educational Needs in the Earlier Years: Ruth A. Wilson, Routledge
(1998)
ADHD - The Essential Guide: Diane Paul, Need2Know, Peterborough 2008
Meeting SEN in the Curriculum: Art Kim Earle and Gill Curry, David
Fulton Publishers, London (2005)