ECT: Preparing for a Successful Start with SLD and SLCN Students

ECT: Preparing for a Successful Start with SLD and Communication Needs Students

Teaching a class with Severe Learning Difficulties (SLD) and communication needs presents unique challenges and opportunities to demonstrate your teaching skills. This post will explore some strategies and activities to help you create an effective start to your career in SEN. They have been designed for teaching in an SLD (Severe Learning Difficulties) or SLCN (Speech Language and Communication Needs). Often in SEN the age of the pupils is less important than meeting the learning needs. Before you plan your introductory sessions try to get some details about the level they are working at and the communication systems they use. I have written about age-appropriateness more here but in general avoid books such as “Going on a Bear Hunt, The Very Hungry Caterpillar etc with KS2 and older pupils. Writing your own story can be very powerful.

Another thing I have noticed this year is newer teachers starting their lessons with a YouTube video or song. Please just don’t.

Establishing Relationships and Building Trust

The foundation of any successful classroom, especially for children with SLD and communication needs, is trust. Here are some ways to foster positive relationships:

1. Create a Welcoming Environment: Decorate your classroom with warm, inviting colours and textures. Consider creating a cosy ‘quiet corner’ where children can retreat if they feel overwhelmed.
2. Use Visual Aids: Introduce yourself and your teaching assistants using photos and simple name cards. This helps children associate names with faces.
3. Personal Greetings: Learn and use each child’s preferred method of communication (e.g., PECS, Makaton, verbal) to greet them individually each morning.
4. ‘All About Me’ Activities: Create simple activities where children can share their likes, dislikes, and interests. This could be through pictures, objects, or any communication method they’re comfortable with.

Setting Up Routines

Consistent routines provide security and predictability, which is particularly important for children with SLD:

1. Visual Timetables: Use pictures or symbols to create a clear, visual daily schedule. Review this with the class each morning.
2. Transition Signals: Implement consistent signals (e.g., a specific song or sound) to indicate transitions between activities.
3. Personal Care Routines: Establish clear, consistent routines for personal care activities like handwashing or toileting.
4. End-of-Day Ritual: Create a calming end-of-day routine, such as a quiet story time or a simple reflection activity.

Engaging Activities for the Observed Lesson

1. Sensory Exploration: Set up sensory bins or trays with various textures (sand, water beads, etc.) for tactile exploration.
2. Music and Movement: Incorporate simple songs with actions or basic dance routines. Music can be a powerful tool for engagement and communication.
3. Art Activities: Offer a variety of art materials for free expression. Consider finger painting, playdough sculpting, or collage making.
4. Outdoor Exploration: If possible, include regular outdoor time for nature walks or playground activities. This can be great for sensory input and gross motor skill development.
5. Interactive Storytelling: Use props, puppets, or sensory elements to bring stories to life.
6. Simple Games: Introduce basic turn-taking games or matching activities to promote social skills and cognitive development.

Strategies for Supporting Communication

1. Use of AAC: Familiarise yourself with any Augmentative and Alternative Communication (AAC) devices or systems your students may use. Look on the website or the school’s social media or just ask.
2. Visual Supports: Implement visual supports throughout the classroom to aid understanding and communication.
3. Gesture and Sign: Learn and use key signs (e.g., Makaton) to support verbal communication.
4. Intensive Interaction: Practice intensive interaction techniques to connect with children who may have profound communication difficulties.
5. Choice Boards: Create simple choice boards to allow children to express preferences throughout the day.

Additional Tips for Success in Interview Lessons

1. Collaborate with Support Staff: Build a quick relationship with your teaching assistants and any specialist staff. Their experience and insights will be invaluable. Ask their names and be respectful when directing them.
2. Be Flexible: Be prepared to adapt your plans based on the children’s needs and responses. I have seen a teacher completely scrap a lesson and freestyle. This demonstrated confidence and self-awareness don’t be afraid to do this.
3. Self-Care: Teaching children with SLD can be emotionally and physically demanding. Remember to take care of yourself too.
4. Celebrate Small Victories: Recognise and celebrate even small steps of progress. This boosts morale for both you and your pupils.

7 Sample First Week Lesson Plans and Activity Ideas.

These plans for interview lessons have been tailored for a class with SLD and communication needs. These are designed to be flexible and can be adapted based on your students individual needs and abilities. Theme these around the book you choose to use or the lesson focus. They should be super easy to adapt.

1. Morning Circle Time

Objective: To establish routine and practice communication skills
Duration: 20-30 minutes

Materials:

• Visual timetable
• Weather symbols
• Day of the week cards
• Emotion cards or symbols

Activities:
a) Greeting song with actions (e.g., “Good Morning, How Are You?”)
b) Review visual timetable for the day
c) Identify the day of the week using cards or a calendar
d) Discuss the weather using symbols or pictures
e) Share emotions using emotion cards or symbols

2. Sensory Story Time

Objective: To engage with a story through multi-sensory experiences
Duration: 30-40 minutes

Materials:

• A simple story book (e.g., “We’re Going on a Bear Hunt”)
• Sensory items related to the story (e.g., water spray for rain, brown fabric for mud, etc.)

Activities:
a) Read the story, using exaggerated voices and actions
b) Introduce sensory elements at appropriate moments in the story
c) Encourage children to participate with actions or sounds
d) Use repetitive phrases that children can join in with

3. Colour Sorting Activity

Objective: To practice colour recognition and fine motor skills
Duration: 20-30 minutes

Materials:

• Coloured bowls or trays
• Various coloured objects (e.g., pom-poms, blocks, balls)

Activities:
a) Introduce colours using songs or rhymes
b) Demonstrate sorting objects into matching coloured bowls
c) Assist children in sorting objects, using hand-over-hand guidance if needed
d) Praise efforts and correct sorting

4. Music and Movement Session

Objective: To develop gross motor skills and follow simple instructions
Duration: 20-30 minutes

Materials:

• Music player
• Simple instruments (e.g., shakers, drums)
• Coloured scarves or ribbons

Activities:
a) Start with a warm-up song involving simple movements
b) Play musical statues, adapting as needed (e.g., sitting vs. standing)
c) Use scarves or ribbons for movement to music
d) Introduce simple instruments for a sound exploration activity

5. Snack Time Social Skills

Objective: To practice turn-taking and making choices
Duration: 20-30 minutes

Materials:

• Picture cards of snack options
• Real snacks
• Plates and cups

Activities:
a) Present snack options using picture cards
b) Assist children in choosing their snack
c) Practice requesting items (e.g., “More please”, “Drink please”)
d) Encourage turn-taking in serving or passing items

6. Sensory Art Activity

Objective: To explore textures and practice fine motor skills
Duration: 30-40 minutes

Materials:

• Large paper or cardboard
• Paint in squeeze bottles
• Various textured items (e.g., sponges, brushes, rollers)

Activities:
a) Demonstrate squeezing paint onto paper
b) Explore different textures by pressing items into paint
c) Encourage finger painting for tactile stimulation
d) Create group artwork by combining individual pieces

7. Outdoor Exploration

Objective: To engage with nature and practice gross motor skills
Duration: 30-40 minutes

Materials:

• Buckets or bags for collecting items
• Magnifying glasses (if appropriate)

Activities:
a) Go on a nature walk in the school grounds
b) Collect natural items (e.g., leaves, twigs)
c) Practice different movements (e.g., jumping, stretching)
d) Use collected items for a simple sorting or counting activity back in class

Concluding Thoughts

Remember, building relationships and establishing routines takes time. Be patient with yourself and your pupils. Your dedication to preparing for this role already shows your commitment to providing the best possible experience for your students. As you embark on this journey, don’t hesitate to seek support from colleagues, mentors, or online communities of SEN teachers. Sharing experiences and ideas can be incredibly beneficial, especially in your first year.

Remember to:

• Keep activities short and varied
• Use lots of visual supports and concrete objects
• Incorporate choice-making opportunities throughout the day
• Allow plenty of time for transitions between activities
• Be flexible and responsive to the children’s needs and interests

Wishing you all the best in your new role. Your pupils are lucky to have such a thoughtful and proactive teacher!