We started this session talking about SEN which stands for “Special Education Needs”. Our mentor brought up different types of disabilities such as dyslexia, dyspraxia etc. We were then given a quiz that included different facts about SEN and then had to write if we thought they we
re true or false. When it came to doing this activity I found it hard as most facts seemed unrealistic. I did not like this activity because I did not know anything about these fact so I lost interest. I then discussed the answers with another peer to try and fill it in but I still did not seem interested.
When our tutor mentioned that we were playing a game and needed a volunteer I put my hand up straight away and I love practical activities. The class seemed to laugh at my reaction as they know my specialist subject is performing arts and we all thought I would be doing some sort of role play activity. It turns out that I had to sit in a seat while the others explained a word that was behind me without telling me what it is. When we were told these instructions I felt nervous as I struggle with multi-syllabic words. It turns out I managed to say the correct word in time. We then watched a clip from the film “Mask” as it is a great example to show different attitudes and coping strategies when dealing with SEND. I also shared information about a student in my performing arts class who has special needs- the student was born with half a limb. I told the class that she was born this way so she has a lot of experie
nce dealing with her disability and that she is open to questions from the other students who she will be performing with. Brief history activity – jigsaw 1944- 2014 Our tutor put together another activity that shown us a bad example of a teaching method. We were given a jigsaw puzzle that we needed to put together while our tutor reads out the information. This was a hard task as we had to read out pieces of information while putting them in the correct category and listen to our tutor while she gives us the correct information in the wrong order. Medical model focused physical and mental health, outdated, focused on the people who have a disability. Social Model work with everyone as individuals (they are disabled because the building does not provide equipment for the person to use the building or resources) Dyslexia – Two definitions, debate over the word disability Another task is that we had to write down some information that was on the board with the opposite hand we write with. I had to write with my left hand. Here is an example of how I wrote part of the paragraph.
This was a way to show us how a person who suffers with dyslexia can think. We were then told that there is a range of assistive technology such as read & write, inspiration etc that you can access from Teesside university Watched clip from educating Yorkshire (male student with headphones)
Here is a picture our final task In this session.
We had to take the role of a person who is blind and figure out the correct colours. We did this by feeling the shapes that are on these pens and remembering which shape is what colour. When we did this we then closed our eyes to find three of the correct colours and write our names on a piece of paper.
Discussed our next assignment. Here are some notes that I had taken.
Assessment 1 ICA
1500
W/C 30th November Hand in Date 30th-4th December
Case study report (Sub titles)
Pick either
• Safeguarding
• An aspect of SEND
• Equality and diversity
• Communication theory and its impact on learning