General Advice on Curriculum Differentiation and Literacy Access

Cognitive and Literacy Assessment:

Kbit-2 Kaufman Brief Intelligence Test gives an indication of cognitive ability. Some students are unable to complete the second part of the verbal reasoning but most will be able to manage the first part and there is a standardised score for the first part that can be used with less confidence. There are other tests of receptive verbal ability, such the British Picture Vocabulary Scale, but the advantage of the Kaufman is that it also includes an accessible non-verbal cognitive assessment.

The Alpha to Omega diagnostic spelling test gives an indication of the phonic understanding of the student. The student needs to be able to use some form of spelling either on their communication aid or on a board or in a book.

The WRAT 3 includes a spelling test, a reading test and a maths test. The results are standardised but the reading section is hard to use with students who rely on AAC.

The Suffolk Reading Test is one of several that offers multiple choice to fill in the blanks in a sentence. It can also be used diagnostically through analysis of the way in which the student answers incorrectly.

The Basic Reading Inventory has been adapted for use by students who rely on AAC and gives an indication of whether the student’s reading ability is at a single word level, Comprehension with reading out loud or comprehension with silent reading. This then gives an indication of the entry level for reading to a literacy programme.

Much of the above has been adapted by CandLE for eye gaze and other high tech access.

All of the above can be adapted to multiple choice answers and it is advised that the results of such adaptation are lowered by two levels to take account of the advantage.

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Communication and Learning EnterprisesSuite 107, Ulverston Business Centre,25 New Market Street, UlverstonLA12 7LQ01229585173info@candleaac.comwww.candleaac.com

Curriculum Adaptation

In order to be able to access subject areas students need access to the same resources that her non-disable peers use. Students who rely on AAC will inevitably need to complete work started alongside her peers in catch up lessons which are out of class with 1:1 support.

Appendix 3 provides examples of ways in which the curriculum can be made more accessible. It is really important that students work on the same topic as their class when they are in inclusive lessons. This will need differentiating to their learning level but the differentiation should be achieved in such a way that they don’t fall dramatically behind time-wise.

It is better to drop certain elements of a current topic than to lag behind the class. However, in order to be able to keep up with the class work it is essential that subject teachers provide planning at least 4 days but preferably one week in advance. The resources needed are the term plan, weekly plan, PowerPoints or other presentations that will be shown to the class, text books (even if only used occasionally) and any worksheets that the class will be filling out. The team around the student can then create resources in their high tech device, or low tech versions, that will enable them to independently and quickly access learning materials and answer questions.

Equipment and software

There is not one preferred high tech option but the platform (IE Computer) must be robust with a high specification. Many communication aids that are built on tablet computers are not robust enough to manage the mainstream curriculum materials that need to be added to them.

It is advised that the curriculum is accessed via the same software that the student uses for communication. However, it is likely that the layout will need to be different. It is usual for the physical access reasons for the curriculum pages to be easier to access than the communication pages. It is also necessary for pages to differ from each other just like text books and worksheets do for non-disabled students.

Word-lists are not enough for a student to access the mainstream curriculum. However, it can be useful to add some of the more commonly used topic words to the student’s communication pages.

Goal Setting

Although a base-line assessment is needed with students who rely on AAC it must be borne in mind that the base-line is likely to be an under-assessment. It is essential that the student works within their “zone of proximal development” which is just beyond their current level of understanding (note understanding not assessed level). The safest thing to do is to begin a level or two above the base-line

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assessment and observe the student’s responses and level of engagement as you adjust the level of the work.

Short (next 3 months), medium (next year) and long term (by the end of key stage) goals should be set.

CandLE can offer assessments, ongoing support and/or training in the above.

Marion Stanton MA, PGCE, Adv. Dip. Ed. (Special), AAC Specialist

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Marion Stanton CV

Having had previous experience in special needs housing, and as a care worker, day centre worker and in Occupational Therapy I now work in the field of AAC (Augmentative and Alternative Communication) with special reference to the learning needs of students who rely on AAC to communicate and to access the curriculum.

I am the lead trainer and assessor for Communication and Learning Enterprises (CandLE) who are a communication and learning Aid centre. We have recently completed a piece of work with a number of communication aid centres, nationally, under a government directive to provide advice in regard to the future provision of High Tech AAC equipment for children and adults who have complex needs. Previous government funded work included the Communication Aid Project (complete in 2004) and the AAC assessment tool-kit (Completed in 2011). I am currently taking a lead role in developing strategies for introducing new literacy teaching into the UK.

CandLE is partnered with a number of software companies and able to offer training in the use of a variety of software including Clicker 6 and 7, The Grid 2and 3, Mind Express and Widgit Communicate Series. We are also able to offer advice and training in relation to access to the curriculum using communication aids.

For the past twenty-three years I have provided advice to mainstream and special schools on the use of AAC in the curriculum. I am a qualified Special Needs Teacher and AAC consultant having been accredited in AAC at MA level in AAC with Manchester University. I have certification in Talking Mats, BSL level 1, Disability Equality in Education, Pragmatic Organisation Dynamic Display (PODD), Read and Write Gold, Read Write Inc., Picture Exchange Communication System (PECS) and LAMP. I have also been conferred Master Trainer status by the Institute on Communication and Inclusion by Syracuse University. I am currently developing phonics programmes for AAC users with a view to making synthetic and other phonics systems more accessible to students who use AAC.

I have authored a number of training courses in the use of AAC within the curriculum and for communication. One of these was originally accredited by Bolton University in 2002 as part of their continuing professional development courses for teacher. My organisation is currently negotiating a new accreditation process at BA level. We have also received approval to deliver the AAC City and Guilds nationally. This is a course which enables students who use AAC to gain a recognised qualification in their use of their communication system.

I was until recently a member of the Trustees of “Communication Matters”. This is the umbrella group that oversees AAC in the UK, which is also the UK chapter of the international society for AAC “ISAAC”. I remain involved with

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the activities of the organisation and a “Friend of CM”. I have spoken at local, national and international venues on the use of AAC.

I am the author of “The Cerebral Palsy Handbook” published by Vermilion, as well as “Understanding Cerebral Palsy” and “Can I Tell You About Cerebral Palsy” both published by Jessica Kingsley Publishers. A third publication is in the pipeline describing best practice for including AAC users in the curriculum and in the community.

I have worked with the DfE and the exam boards to improve access to exams for those with physical disabilities and learning difficulties. I have, in 2015, been conferred a Queen’s honour by invite to the Queen’s garden party being nominated by the DfE for my services to children and families.

Marion StantonMA, PGCE, Adv. Dip. Ed. (Special)

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Appendix 2 – Literacy programme

Students needs frequent opportunities for the following:

Reading at their own level. Shared/guided reading which is slightly above their level. Read Write Inc. May

be an appropriate programme for some of this aspect of the programme. Spelling practice using a combination of whole word and phonics strategies.

The phonics strategies should include analytic phonics, embedded phonics and onset rime as well as synthetic phonics.

Access to letters and letter patterns through a range of keyboards and other presentations of letters. These should be both high tech and low tech. The ‘Alternative Pencils’ approach may support the development of skills with manipulating the alphabet.

Predictable chart writing is a support for building up writing skills from basics. It involves a combination of communication vocabulary with letter and engagement to develop sentence construction. Predictable charts can be incorporated into topics within subjects as well as used separately within the dedicated literacy programme.

Low tech word walls support writing. Students should have one word wall for the high frequency words and others, individually created, to support topics within each subject.

Expanded Explanation for the Proposed Literacy Programme.

Reading at their own level.

This requires that the student has access to reading material that they can read independently and silently with comprehension. The most effective way to achieve this would be through fiction and non-fiction texts being created in Tar Heel reader: http://tarheelreader.org/ or with a Grid. The most effective way forward would be to make some non-fiction books that are relevant to topics in subjects as well as some non-fiction books that are relevant to current affairs. Fiction that the student enjoys but may be above their level can be simplified to their independent reading level as well.

Shared/guided reading which is slightly above her level.

The focus here would be on reading fiction and non-fiction that is slightly above their reading level where the teachers decides on the book for the week. On the first day of the week the teacher introduces the book but doesn’t necessarily read it immediately. She might ask the student what they think the book will be about from the title or what a good title might be from the picture on the front cover. She might read just the first couple of pages and ask the student to make a prediction about what she thinks will happen next. On the second day the teacher will read

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the whole book. On the third day the teacher will read the book with the student reading alongside. This might involve the student having the story on her high tech device and using read out loud and highlighting facilities. Highlighting should only be used until the student is able to read independently. Once the student can read independently highlighting becomes an impediment. Another option would be for the student to “echo” read using their vocabulary but this would depend on the words being speedily available. On the third and fourth day the student share reads the text and discusses it with the teacher. At this point some more conventional comprehension questions might be introduced. Some sentences from the text could be cut up (or mixed up on the high tech device) for the student to re-order correctly. There might be an opportunity to use the, by now familiar text, as a spring board for some writing. On the fifth day the student reads the text silently and works with the teacher to identify any difficulties they might still have with the text.

Self-selected Reading

The students will need a basket of a minimum of 20 books that are at their reading level. They need to be a mixture of fiction and non-fiction. They can include Tar Heel or similar books that have been printed out and that are connected to curriculum areas the student is covering but there should also be some fiction based on things that interest the student. Each week the student chooses which book to focus on that week. The teacher reads it with them on day 1. On day 2 the student either reads the words to themselves, picture walks the story using their communication pages to describe the pictures or retells the story. Days 3 and 4 are similar to day 2. On the fifth day the student writes something about the story to share. It might be a review, a re-telling or a new story inspired by the story.

Spelling practice would consist of 10 to 15 minutes a day of practice with sounds using a range of high and low tech approaches. Phonics for All, including the synthetic phonics keyboard is suggested for the high tech approach and low tech sheets will be provided as well.

Working with Letters would involve building up the student’s use of a range of letter boards. These alternative pencils (which will be both high and low tech) can be utilised for things such as signing in on arrival at school and giving a short exchange of information, writing with the use of predictable charts or writing to improve use of word prediction. Predictable charts involve finishing sentences for which starters have been provided such as, “I like……”, “I saw……” etc. The teacher always models the first sentence.

Working with words will involve the provision of portable word walls so that the student has models for her writing in lessons. There will also be some discrete worksheet activities which can be provided.

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Writing

The student can use a combination of their communication pages for discussing their writing and constructing sentences to letter boards and high tech pages to develop free writing skills with the support of word prediction. We also have a number of templates to support writing skills. A very useful activity would be to support the student to write Tar Heel Reader books with their communication vocabulary. The scribe adds in correct Grammar and the student reads it back to themselves. This activity can also support understanding of curriculum subjects and topics.

Appendix 3

Some example pages on Mind Express and Grid 2 of ways in which the curriculum can be adapted to make it more accessible.

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This is a labelling exercise which is also simplifying the curriculum content to the student’s learning level by creating it as a matching and then remembering task. In this example M labels the diagram by eye pointing to the label and then to the blank:

Index for curriculum adaptation:

Providing the information that is presented either on the Teacher’s presentation to class or in the text book:

Glossary of terms:

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Maths activity:

Literacy activity:

Appendix 4

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Level 2 Descriptors under Old National Curriculum Levels.

Citizenship (which can be part of her dedicated literacy programme):

Level 2 Pupils ask questions to find out about the different groups and communities they belong to. They select information from given sources to find answers to these and other questions. They discuss what is fair and unfair in different situations and identify the difference between people’s needs and wants. They identify similarities and differences between themselves and between the communities to which they belong. They give opinions about issues that affect them and suggest how things might be improved in their community through the actions that they or others take.

English (Speaking and Listening):

Level 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.

English (Reading):

Level 2 Pupils’ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.

English (writing):

Level 2 Pupils’ writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible.

Geography:

Level 2 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe physical and human features of places, and recognise and make observations about those features that give places their character. They show an awareness of places beyond their own locality. They express views on the environment of a locality and recognise how people affect the environment. They carry out simple tasks and select information using resources

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that are given to them. They use this information and their own observations to help them ask and respond to questions about places and environments. They begin to use appropriate geographical vocabulary.

History:

Level 2 Pupils show their developing knowledge and understanding of the past by using common words and phrases about the passing of time, by placing events and objects in order, by recognising that their own lives are different from the lives of people in the past and by describing some of the topics, events and people they have studied. They are beginning to recognise that there are reasons why people in the past acted as they did. They are beginning to identify some of the different ways in which the past has been represented. They observe or handle sources to find answers to questions about the past.

Mathematics (Using and Applying):

Level 2 Pupils select the mathematics they use in some classroom activities. They discuss their work using mathematical language and are beginning to represent it using symbols and simple diagrams. They explain why an answer is correct.

Mathematics (Number and Algebra):

Level 2 Pupils count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. They begin to understand the place value of each digit in a number and use this to order numbers up to 100. They choose the appropriate operation when solving addition and subtraction problems. They use the knowledge that subtraction is the inverse of addition. They use mental calculation strategies to solve number problems involving money and measures. They recognise sequences of numbers, including odd and even numbers.

Mathematics (shape and space):

Level 2 Pupils use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of faces, edges and vertices. They distinguish between straight and turning movements, recognise angle as a measurement of turn, and right angles in turns. They begin to use every day non-standard and standard units to measure length and mass.

Mathematics (statistics):

Level 2 Pupils sort objects and classify them using more than one criterion. When they have gathered information to answer a question or explore a situation, pupils record results in simple lists, tables, diagrams and block graphs, in order to communicate their findings.

Science (How science works):

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Level 2 Pupils respond to suggestions and make their own suggestions, with help, about how to collect relevant data and answer questions. They find information by using texts, with help. They follow direct instructions in order to stay safe. They make observations and measurements to compare living things, objects and events, using equipment provided for them. They record findings using prepared tables and communicate observations using scientific vocabulary. They say whether what happened was what they expected and, when prompted, suggest different ways they could have done things.

Science (organisms, their behaviour and the environment):

Level 2 Pupils use their knowledge related to organisms, their behaviour and the environment to describe plants and animals, the places they are found and the basic conditions they need in order to survive. They recognise and describe similarities and differences between the plants, humans and other animals they observe, using these to sort them into groups. They use questions based on their own ideas and evidence such as finding different types of plants and animals in different places. They identify science in everyday contexts and say whether it is helpful, for example ways of growing vegetables for food.

Science (materials, their properties and the earth):

Level 2 Pupils use their knowledge related to materials, their properties and the Earth to identify a range of common materials and some of their properties. They recognise, and describe similarities and differences between the materials they observe, using these to sort them into groups. They recognise and describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching. They suggest answers to questions, such as the best material to reflect light, based on their own ideas and evidence. They identify science in everyday contexts and say whether it is helpful, for example ice melting.

Science (energy, forces and space):

Level 2 Pupils use their knowledge related to energy, forces and space to recognise, describe and compare a range of properties and effects of light, sound, forces, and electricity, such as the ways in which devices work in different electrical circuits, the brightness or colour of lights, the loudness of sounds or the speed or direction of different objects. They suggest answers to questions such as which sound is loudest based on their own ideas and evidence. They identify science in everyday contexts and say whether it is helpful, for example electricity in domestic appliances.

New National Curriculum Levels at the end of Key Stage 1 (equivalent to previous Year 2 but with increased expectations):

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Year 2 programme of study

Reading – word reading

Statutory requirements Pupils should be taught to:

continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading. Notes and guidance (non-statutory) Pupils should revise and consolidate the GPCs and the common exception words taught in year 1.

The exception words taught will vary slightly, depending on the phonics programme being used. As soon as pupils can read words comprising the year 2 GPCs accurately and speedily, they should move on to the years 3 and 4 programme of study for word reading. When pupils are taught how to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word. Pupils should be taught how to read suffixes by building on the root words that they have already learnt. The whole suffix should be taught as well as the letters that make it up. Pupils who are still at the early stages of learning to read should have ample practice in reading books that are closely matched to their developing phonic knowledge and knowledge of common exception words. As soon as the decoding of most regular words and common exception words is embedded fully, the range of books that pupils can read independently will expand rapidly. Pupils should have opportunities to exercise choice in selecting books and be taught how to do so.

Reading – comprehension

Statutory requirements Pupils should be taught to:

develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

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discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. Notes and guidance (non-statutory) Pupils should be encouraged to read all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding (for example, by reading ‘place’ instead of ‘palace’).

Notes and guidance (non-statutory) Pupils should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic. The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words. Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character’s behaviour in a story; why certain dates are commemorated annually). ‘Thinking aloud’ when reading to pupils may help them to understand what skilled readers do. Deliberate steps should be taken to increase pupils’ vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language. Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback on their discussions. Role-play and other drama techniques can help pupils to identify with and explore characters. In these ways, they extend their understanding of

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what they read and have opportunities to try out the language they have listened to.

Writing – transcription

Statutory requirements Spelling

Pupils should be taught to:

spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly English 31 Statutory requirements apply spelling rules and guidance English write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. Notes and guidance (non-statutory) In year 2, pupils move towards more word-specific knowledge of spelling, including homophones. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils should do this both for single-syllable and multi-syllabic words. At this stage children’s spelling should be phonically plausible, even if not always correct. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words can be used as an opportunity to teach pupils about alternative ways of representing those sounds. Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. They should also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words.

Writing – composition

Statutory requirements Pupils should be taught to:

develop positive attitudes towards and stamina for writing by:

writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes consider what they are going to write before beginning by: planning or saying out loud what they are going to write about

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writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] read aloud what they have written with appropriate intonation to make the meaning clear.

Notes and guidance (non-statutory) Reading and listening to whole books, not simply extracts, helps pupils to increase their vocabulary and grammatical knowledge, including their knowledge of the vocabulary and grammar of Standard English. These activities also help them to understand how different types of writing, including narratives, are structured. All these can be drawn on for their writing. Pupils should understand, through being shown these, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear. Drama and role-play can contribute to the quality of pupils’ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings. Pupils might draw on and use new vocabulary from their reading, their discussions about it (one-to-one and as a whole class) and from their wider experiences.

Writing – vocabulary, grammar and punctuation

Statutory requirements Pupils should be taught to:

develop their understanding of the concepts set out in English

by:

learning how to use both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) learn how to use: sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently including the progressive form subordination (using when, if, that, or because) and co-ordination (using or, and, or but) the grammar for year 2 some features of written Standard English use and understand the grammatical terminology in English in discussing their writing.

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