SEN+Gathering+at+GJIS

10 March 2011 at 08.00am – 11.30am. Presented by Ibu Lynette Seymour, Ibu Mellissa Grace and Pak Andy Dougharty
 * __SEN GATHERING @Global Jaya International School (GJIS)__ **

The Gathering Session attended by 23 registered participants from 6 schools. It was divided into 4 topics which are inter-related with each other. I will try to summarize the discussion below.

// “Introduction: The role and significance of leadership in leading and implementing educational programmes to achieve maximum learning outcomes for all learners.” // Ibu Lyn shared how GJIS started and developed its SEN support. Four years ago, there were 3 SEN teachers who are in-charge of Special Needs in GJIS. Children would be pull-out to a separate room. Later, they found out both SEN teachers and students have negative impact on their self-image. SEN teachers felt they are different from the rest of the teachers. Students with SEN felt they are in a different ‘route’ or bus from other students. Ibu Lyn used the analogy of ship and the ‘plank’, and these students with SEN are sent to the ‘plank’. This is when the labeling of these students started. No one uses the word ‘dumb’ in the school, but other students started to use the label. Ibu Lyn knew something needed to change. Ibu Lyn was able to recruit Ibu Amy who had the passion in Special Needs as well. Ibu Amy started to develop a whole-school approach in assisting students with special needs. Series of Professional Development and changes started to happen. All teachers are now trained to be special needs teachers. This change results in both students and teachers felt empowered and confident. An IEP will be developed for students who needed support in the classrooms. Since Ibu Amy left GJIS a few years ago, Ibu Mellissa was the one who volunteered to monitor the development of IEPs. Ibu Lyn also encouraged everyone to be strong and enthusiastic in creating necessary changes. We will face some blockages, but we might need to find some ways to work it out. Ibu Lyn said this is only 1 way that works in GJIS. There are many ways to support our students with special needs. By doing this, there will be shared understanding of the learner by all teachers and also shared responsibility towards SEN from all teacher. The responsibility will not fall under the 3 SEN teachers only. Ibu Lyn closed the session by sharing a story about The Animal School (Rabbit, Duck, Snake and Eagle). The story is quite similar with this one: []. During the discussion, we realized as teachers we tend to drill our students’ weaknesses while disregard their strengths.
 * __Topic 1 (by Ibu Lynette Seymour, GJIS Expatriate Principal)__ **

// “Education as a joint responsibility in catering for a range of differentiated learners.” // All the topic of the current SEN Gathering was collected from all DUNIA SEN mailing list participants. Ibu Mellissa shared about diagnosis of students with SEN and assumptions made towards them. Sometimes as teachers, we tend to label our students too easily and think it’s the right diagnosis. SEN diagnosis can only be made by qualified professionals, e.g. psychologist, psychiatrist, etc. Ibu Mellissa recommended us to use the word “Student with Special Needs” instead of “Special Needs student”. There is a significant difference when we say “He is a Mentally Retarded boy” with “This a boy with Mental Retardation”. The first sentence tends to label the child. These labels will affect our way in treating these children. Ibu Mellissa also highlighted treatment or support to students with SEN is a shared responsibility between all parties in school. In her email, Ibu Mellissa shared that each child is unique. It is our challenge to see each child’s uniqueness through positive perspectives. She also would like this quote: “it’s not difference, but the difference we make of it, that matters.(Minow, 1990)”.
 * __Topic 2 (by Ibu Mellissa Grace, GJIS Primary School Counselor/Psychologist)__ **

// “A practical guide to identifying and interacting with students using different learning styles.” // Pak Andy started the session by explaining about his passion in Music and Psychology. He found the Neuro-Linguistic Programming (NLP) as a powerful tool to understand people. He shared about different learning styles in different people. Pak Andy’s speech was full of jokes and live practical activities. One of the activities was trying to ask each participant to look at other participant’s eyes while Pak Andy was asking series of questions. One participant was also asked to sit in front and Pak Andy showed how it was done. He usually needs more time to give series of quick questions to find out other’s learning style. Participants might try to control our eyes movement, but it can not be done. Eyes movement is natural sign on how each person’s brain works. There were 3 different learning styles which are Visual, Auditory and Kinesthetic. Pak Andy shared many stories to differentiate people with these learning styles. In short, visual learners can learn very quickly through sight. Auditory learners can learn best through listening to instructions or explanation. While kinesthetic learners need to feel the information in order to understand it best. Most teachers are usually Visual or Auditory learners themselves. Therefore, kinesthetic learners are usually left out in classroom teaching. It is important for us to understand our own learning style, so we will be able to support students with different learning styles. Ibu Lyn also added GJIS PYP used this method to do differentiation to students. GJIS PYP teachers will teach in 3 different ways to support the Visual, Auditory and Kinesthetic learners.
 * __Topic 3 (by Pak Andy Dougharty, Head of Performing and Visual Arts Department)__ **

// “Developing and Delivering Individual Educational Programme’s (IEP’s) the SMART way!” // Ibu Mellissa and Ibu Lyn shared about the development of IEP at GJIS. They shared the IEP template being used at GJIS. Teachers and Ibu Mellissa develops the IEP with each specific student. We will be amazed on how the student can contribute to the solution him/herself. Parents can give inputs about the IEP as well. In the IEP, 3 short term targets will be developed and agreed by all parties (the child, parents, teachers and counselor). Targets should be related to key areas of communication, literacy, English/ESL, Mathematics and Behavior/Social Skills. Teachers can also develop other key areas. The IEP will be evaluated every term. The Target should also be SMART, which means Specific, Measurable, Achievable, Relevant and Time Bound. Teachers can develop assessments that focus in the process, not results only. We should be able to praise students who have developed some improvements. Principal can also be involved as positive figure in rewarding.
 * __Topic 4 (by Ibu Lynette Seymour and Ibu Mellissa Grace)__ **

Note: SEN = Special Educational Needs IEP = Individual Educational Plan