LI FE
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Modelling Situations for Life -
Train the Trainer
Partner Organizations:
MOSI Life – aims to develop the life skills that will increase social inclusion for young people with SEN
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To enable young people with SEN to be integrated into daily life through modelling real-life situations together with the virtual hero MOSI.
Using educational videos, activities and games to provide high-quality learning opportunities tailored to the needs young people with SEN.
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LI ST OF CONTENTS
10. P – Positive
11. P – Positive (Accessing the curriculum)
WHAT IS SEN?
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‘If a person has a special educational need (SEN) it means that they have a learning difficulty which calls for ADDITIONAL OR DIFFERENT educational provision to be made.'
Global Learning Disability
A condition that occurs between birth and the age of 18 which prevents a child from reaching key milestones of development like learning to communicate, processing information, remembering things and organising their thoughts.
SPECI FI C LEARNI NG DI FFI CULTY
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Dyslexia – difficulties with reading and information processing
Dyscalculia - difficulties with numbers, time, measurement
Dysgraphia - difficulties with writing and drawing
Dyspraxia – motor and co-ordination difficulties; gross and fine
ADD - Attention Deficit Disorder: attention and distractibility
ADHD – Attention Deficit Hyperactivity Disorder: Hyperactivity in addition to ADD
The Autism Spectrum – difficulties with social communication, social understanding, social imagination accompanied by ritualised behaviour and sensory issues.
EDUCATION
“You need to teach young people in the way that they think, perceive the world and therefore learn”
They perceive the world differently and they learn differently
They therefore need to be taught differently in a way that meets their individual learning styles
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MOSI life methodology informed by the SEN categories identified
- Differentiation methodology based on pedagogics
The educational philosophy underpinning the MOSI project
THE SPELL FRAMEWORK
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An Eclectic approach – what does that mean? A ‘blended’ approach – what does that mean?
SPELL framework developed by The National Autistic Society. UK
A framework to support young people with SEN to progress, achieve and thrive in all aspects of their lives In order to increase social inclusion.
S – Structure
P – Positive approaches and interventions E – Empathy
L – Low arousal L - Links
This framework provides the ‘infrastructure’ on which to ‘hang’ a range of educational interventions
The National Autistic Society & Tizard: University of Kent Professor Richard Mills & Dr Julie Beadle-Brown.
MOSI LIFE METHODOLOGY
– ANECLECTI C METHODOLOGY
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Modelling real life situations Coaching
Scripting Role play Mirroring
Drama – expressive arts Peer tutoring
Games and the sporting activities Story telling
Dance Theatre
Singing
Peer and adult mentoring – providing role models
Scrap books and picture albums to reinforce learnt
Using audio visuals: analysing films or soap operas
Use peers to practice/ reflect on vocal tone, expression, gesture use, body language.
According to a young person’s learning style, we can select the educational methods which are best to us
S – STRUCTURE
(NAS SPELL FRAMEWORK)
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Structure enables the individual to predict events
To do this we adapt the environment, programmes and the way we teach in order to enhance understanding, learning and communication.
We recognise that lack of structure, not knowing what is expected, what will happen next and open choices create anxiety for many. When we have structured environments we can help young people become more independent and to become less reliant on prompts and reminders.
HOW TO CREATE ‘STRUCTURE’
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Everything we do must have a beginning, a middle and a clear ending
The young person should always know- Where do I have to be?
What am I expected to do? How much do I have to do? How long will it take?
How will I know I have finished – what is the end product and What will I do next?
Create a schedule or timetable that clearly depicts:
What will happen and when and where to get help or materials etc
Use a visual timetable to help young people deal with changes to routines Have clear routines and ‘class rules’.
Making sure all instructions are clear, precise, and understood.
STRUCTURE – GUI DELI NES FOR LANGUAGE USE
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Language is a code which requires knowledge and processing. Spoken words and sentences are auditory and abstract -
This poses difficulties for many young people with SEN.
The reduction and clarity of language is therefore very important
Reduce your language – use short sentences and simple words Check that what has been said has been understood
Mean what you say and follow it through
Use language that is clear, precise, and concrete Avoid idiomatic language – eg ‘pull your socks up’
Always forewarn - Tell the young person what to expect
- give them plenty of notice
Give them time to process your language – stop talking and wait Make explicit what’s implicit – explain the rationale for all actions
Break every skill into the component parts and teach these step by step
STRUCTURE – TI PS FOR YOUTH
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Use visual as opposed to verbal instruction
Use visual prompts where necessary, such as a visual timetable.
Reinforce oral instructions and communication with visual and tactile support. Use the young person’s name first to ensure that they are engaged.
Deliver instructions facing the young person Do not issue multiple instructions at once.
Ask them to repeat instructions back to you.
Verbalise your thought process whilst modelling activities Include strategies to remember what you need to do.
Encourage communication between young people and adults and between the young people themselves.
WORKER’S LANGUAGE USE
P – POSITIVE
(NAS SPELL FRAMEWORK)
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Providing positive physical, emotional and educational support Have positive expectations and use positive approaches
- do not use support as a ‘crutch’ -
- help and support should facilitate independence, not impede it.
Use encouragement and praise to enhance self-confidence and self-esteem
Use persistent and sensitive engagement - to increase level of interaction and motivation. Utilise their strengths and interests to aid motivation.
Keep the young person busy. Ensure they always has something to do, whether on completion of a task, when stuck or while awaiting the Youth Worker's attention.
Do not allow the young person to avoid new activities but sensitively help them experience and enjoy new things
Be consistent when applying rules; and remind and rehearse them regularly. Sensitively and actively intervene to reduce any barriers due to their learning disability.
Intervene early on any behaviours which are likely to reduce any opportunities for social inclusion in the future.
P – POSITIVE
(ACCESSING THE CURRICULUM)
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Things to remember when using MOSI Life
Assessment of the young person’s level of functioning
Give them tasks that are pitched at their ‘emerging skills’
- not to easy as to be boring or too difficult which causes anxiety.
Assess the level of comprehension
Consider how the young person will access the videos, activities and games. Think about
a different style of delivery - does it suit their learning style?
Use practical examples supported by multi-sensory teaching and learning. Don’t make assumptions based on their vocabulary as to their level of ability
P – POSITIVE
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(UNDERSTANDING EMOTIONS AND BEHAVIOUR)
Structure, predictability and ‘ground rules’ help young people manage their emotions
Structure
Language and communication
Ignore any inappropriate behaviour if possible. Try to deflect, distract or diffuse situations
Humour - Ease tension with a joke but not sarcasm. Change the topic
Talk about something they enjoy
After any incident try to get opportunity to praise – find something positive to end the day.
If they look anxious
move closer to the young person ask if they need help.
give them space if needed
Try to develop non-verbal language for praise e.g., thumbs up or high five
P – POSITIVE
(UNDERSTANDING EMOTIONS AND BEHAVIOUR)
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Try to show you understand the reasons for their anger
suggest alternative methods of showing it or managing it e.g., words or drawings.
Try to have an exit plan –
maybe the young person will be asked to 'go on an errand’ to calm down or diffuse the situation
Do not 'bear a grudge’ –
let the young person see that once incident is over they start with a ‘clean slate’.
Discuss with group what they feel is causing the anger.
Perhaps it was their actions? Perhaps it was a misunderstanding?
Perhaps they can suggest strategies which might help to avoid the situation happening again .
E - EMPATHY
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Develop an understanding of how the young person thinks, communicates, learns and experiences the world.
Get to understand – ‘put yourself in their shoes’
How they think How they feel
What makes them anxious and unhappy What they enjoy
Provide good role models –
make use of other young people and staff to provide good role models.
Celebrate differences
help others recognise and celebrate those differences too. Respect for the individual and their right to be different
We all have good and bad days, highs, and lows.-
A good Youth Worker will help the young person to understand that a bad lesson or day can be turned around.
P – POSI TI VE
(ENVI RONMENT)
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Tips for ensuring a positive environment
How the learning space is organised can significantly support young people with SEN in the classroom and remove potential barriers to success.
Considerations:
Limit room decoration or displays
this can help prevent young people on the autism spectrum, ADHD, or sensory issues from being visually overloaded.
Avoiding black on white presentation and varying the background colours
this can aid young people with Dyslexia.
Using a visual timetable throughout the day
this will reduce anxiety in young people with autism, ADHD, or anxiety disorders.
Using visuals for school or room organisation will help scaffold spoken instructions
this can benefit young people with Communication difficulties and Autism.
Making a workstation available for individuals to use when they need it
this can help support young people with ADHD and autism by providing a quieter area
L – LOW AROUSAL
(NAS SPELL FRAMEWORK)
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Low arousal strategies aim at reducing things in the environment that may cause anxiety and stress
increase anti-social behaviour
and reduce the ability for the young person to focus and learn.
Strategies to achieve this include:
Calm, focused, planned intervention.
A reassuring, non judgemental and accepting manner Being non confrontational and supportive
Awareness of any environmental/sensory impacts eg heat Practice things that cause anxiety before actually doing them Removal or reduction of aversive or distracting stimuli.
Improve discrimination and concentration by teaching ‘explicitly’ Teach self calming strategies such as mindfulness and resilience
L – LOW AROUSAL
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TI PS FOR YOUTH WORKERS
Create a ‘welcoming’ place to work in
Décor, welcome sign, visual communication systems on the wall
Audit of environment to eliminate or reduce distractions
e.g., noise, heat, light, smell, touch, visual conditions, clutter etc.
Speak clearly, work calmly and quietly.
A lower tone is good.
Try to be as ‘low arousal’ as possible –
Your manner, style, dress, hair, perfume, laughter.
Work alongside the young person not facing them if necessary.
This works well with many young people
Select the best place in the classroom for the person to sit.
Take account of their vision, hearing, attention span etc
Interactions that are clear and unambiguous- reduced language.
E.g. instead of saying “John, stop running” instead say “John, walk”
L – LOW AROUSAL
TI PS FOR YOUTH WORKERS
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Have a focused learning environment-
too busy and the young person may be easily distracted
too minimal and the young person may find it lacks stimulation.
The working area needs to be functional
Provide a quiet area for young people who may become stressed
- the use of such an area is to facilitate not punish
- make it a great place to be.
‘Problem behaviours’ are dealt with in a positive and supportive manner
Verbal and physical punishment is not acceptable in any form.
L – LI NKS:
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TO INCREASE SOCIAL INCLUSION
(NAS SPELL FRAMEWORK)
Partnership with the young person, family and school Initiatives for accessing and inclusion into social activities
ACTIVE involvement and encouragement
Very high level of consistency between home, school, MOSI activities Actively developing a network of connections
Effective communication between agencies and individuals Close collaboration between social services and families
Long term perspective in life-style planning to increase inclusion High level of consistency of approach (planned intervention) Opportunities to practice life skills in the community Preparation for adult life, relationships and employment
Planned transitions from school into adulthood
PRACTICAL GUIDANCE IN THE DELIVERY OF MOSI LI FE VI DEOS,
ACTI VI TI ES AND GAMES
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The following videos have been developed to help young people overcome the
barriers to social inclusion. The videos aim to demonstrate the skills required in
the following areas:
Health
Money
Education Fun and Friends
Family
Hobbies and Sport
Travel
Food
Hygiene
The activities and games have been developed to reinforce the skills learnt
through the MOSI Life videos.
GUIDELINES FOR YOUTH WORKERS ON HOW TO HELP A
YOUNG PERSON WITH SEN ENGAGE WITH
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The SPELL guidelines inform good SEN practice whilst specific interventions depend on the needs of the young person.
Being positive and building young people’s self-esteem is important when developing social inclusion
When encouraging and rewarding progress, use instant rewards which will help a young person to associate the reward with the task
Recognising effort and progress, no matter how small.
When watching the videos point out and describe important details Re-watch videos asking questions and reinforcing understanding
MOSI LIFE
GUIDELINES FOR YOUTH WORKERS ON HOW TO HELP A
YOUNG PERSON WI TH SEN ENGAGE WI TH
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The SPELL guidelines inform good SEN practice whilst specific interventions depend on the needs of the young person.
Positive approach - Ignoring (as far as possible) attention-seeking behaviour and responding to and praising appropriate behaviour.
Processing time - Allowing a young person time to think and to process responses to questions/instructions.
Encouragement - Not letting 'no' be an option when suggesting new things try to offer a range of options and choices
find ways to introduce new things sensitively and safely try to encourage the young person to try new things.
Help young people build friendships
use peer mentoring,
buddies and ‘friendship benches’
MOSI L IFE
GUIDELINES FOR YOUTH WORKERS WHEN PLANNIN
THE MOSI VIDEO, ACTIVITY AND GAMES SESSIONS
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Ensure tasks are effectively differentiated and ambitious in their outcomes for all the young people
Too easy – leads to boredom
Too hard – leads to anxiety and failure Aim – target the ‘emerging’ skills
Organise work in smaller chunks
give plenty of opportunities for revisiting where appropriate this might involve smaller follow-up tasks.
Use practical activities and/or technology where appropriate. this may include equipment, apps, or specialist software modelling, role play
GUIDELINES FOR YOUTH WORKERS WHEN PLANNIN
THE MOSI VIDEO, ACTIVITY AND GAMES SESSIONS
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Deploy other adults or young people in the classroom to effectively facilitate learning where needed.
Incorporate flexible grouping –
do not always group young people with similar SEN or ages together
allow them to learn from a range of peers group according to interests or aptitudes ‘partner’ enabling them to support each other
If appropriate, plan in the use of ‘talk partners’ –
this gives young people with SEN access to peer support and the ability to rehearse their responses.
GUIDELINES FOR YOUTH WORKERS ON HOW TO
PREPARE
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YOUNG PEOPLE WITH SEN FOR MOSI SESSIONS
Discuss and establish learning expectations.
Let the young people know what they’ll learn during the lesson and how much time they’ll need for each activity.
e.g. “Today we’ll see a video about Bus travel, and we will see how to wait at the bus stop until the bus arrives”
e.g. “I want you to think about the following things when you watch the video……..”
Provide the schedule in advance.
which states the activity
what the young people are going to do
what the start and end times are …… and what comes next.
Be very clear on the materials needed for the lesson.
e.g. specify that students will each be given coins and a ‘jig’ when the video is over so that they can practice their money skills.
GUIDELINES FOR YOUTH WORKERS ON HOW TO PREPARE
YOUNG PEOPLE WITH SEN FOR MOSI SESSIONS
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Discuss and establish behavioural expectations.
Describe how students are expected to behave during the activity.
e.g. “The video is 5 minutes long and I want you to sit quietly in your seat and watch it”
e.g. “Raise a hand if you need anything from me”
The activity rules are made clear and explained
e.g. “Only one person talks at a time”
“We listen to each other respectfully”
Visual ‘class agreement’ on the wall to refer to
Young people can be reminded by pointing
What is and is not acceptable is made clear and why
TIPS ON HOW TO HELP YOUNG PEOPLE WITH
SEN
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Agree on special cues for individuals with SEN to help them stay focused
to help them prepare to answer questions when called upon.
It could be something as simple as a light pat on the back or a sticky note on their desk.
As the lesson proceeds, share gentle reminders with young people with SEN to keep working on their assigned tasks.
Break down assignments into smaller, less complex tasks.
For example, allow the young person to complete one hygiene activity before presenting them with the remaining two tasks.
PARTICIPATE DURING MOSI SESSIONS
TIPS ON HOW TO HELP YOUNG PEOPLE WITH
SEN
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Don’t rush young people with SEN.
Only prompt or ask young people probing questions only
after they’ve had enough time to solve the problem or task set.
Processing time - Wait at least 10 seconds before giving the answer or picking another student only then ask follow-up questions so that students can demonstrate their understanding.
This is particularly important with young people who have problems with executive functioning require additional ‘processing time’.
Never use sarcasm and criticism — this is ineffective and unprofessional
It brings attention to the differences between the young people with learning disabilities and their classmates.
It is not part of the SPELL philosophy of positive approaches
PARTICIPATE DURING MOSI SESSIONS
TIPS FOR YOUTH WORKERS ON CONCLUDING MOSI
SESSIONS
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Let the young people with SEN know when the lesson is about to end,
preferably 5 or 10 minutes beforehand.
refer to the visual schedule prepared for the lesson use an egg timer or digital clock.
Reflect on what was covered in the lesson with the young people gauge their understanding
Identify 5 key learning points
offer pointers on how to remember the key information suggestions on how to practice and reinforce what has been
learnt
and where appropriate,
how to prepare for the next lesson.
TI PS FOR YOUTH WORKERS ON
CONCLUDI NG MOSI SESSI ONS
Create a visual prompt –
e.g. a sheet with: ‘What we need to remember from today’ for the young people to write or draw on and bring to the next lesson.
e.g. what was the best thing you learnt today and how will you use it when you get home?
Let young people know what to expect in the MOSI session using a visual schedule.
e.g. instruct them to put away their papers and prepare for a group singing session in front of the class.
e.g. we are now going to play a game about ‘fun and friends’ find a friend and sit next to them…..
e.g in this game you need to find 6 objects in the video etc
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MAKI NG MOSI LI FE A SUCCESS- FACI LI TATI NG SOCI AL I NCLUSI ON
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Youth Workers require the following skills –
The skills required to teach
Knowledge of the curriculum: MOSI Life Understanding of the range of SEN Awareness of the range of interventions
Use these skills to differentiate their approach for each young person
But most of all – Imagination!!
Make it fun, exciting and rewarding
Next steps:
Reinforcement – practicing the skills learnt in the community First practice these skills with friends and family
Then practice these skills in the community with prompts When their skills and confidence has developed –
Create ‘safe’ opportunities for them to practice these skills in the community increasing their independence
HERE I S THE LINK TO THE LATEST
MOSI LIFE IO1 METHODOLOGY
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FI LE:
The National Autistic Society SPELL Framework, Professor Richard Mills – University of Bath and Dr Julie Beadle-Brown – Tizard, University of Kent
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ACKNOWLEDGEMENTS: