Social, Personal and Health Education

Transcription

1 PRIMARY Social, Persoal ad Health Educatio Guidelies for Teachers of Studets with MILD Geeral Learig Disabilities

2 Cotets Ratioale ad itroductio 3 School plaig 9 Classroom plaig 11 Approaches ad methodologies 13 Exemplars 17 My book about me 32

3 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Ratioale ad itroductio Social, persoal ad health educatio (SPHE) aims to provide opportuities to foster studets persoal developmet, health ad well-beig, ad by so doig to eable them to develop a framework of values, attitudes, uderstadig ad skills that will guide ad iform them i decisio-makig ow ad i the future. Ratioale SPHE is itrisic to all areas of the curriculum ad to every facet of the studet s life. Persoal ad social developmet should permeate all aspects of the work of schools. This icludes the ature of the relatioship betwee staff members, parets ad studets at every level throughout their schoolig. SPHE addresses areas that are particularly importat for studets with mild geeral learig disabilities. The developmet of positive self-esteem, social ad commuicatio skills, appropriate expressio of feeligs, ad safety ad protectio skills are particularly importat, as may studets with mild geeral learig disabilities lack cofidece. These studets eed opportuities to develop these skills through a structured programme. By providig opportuities withi the curriculum to develop these skills studets ca be helped to become more cofidet ad to relate to others by learig effective meas of hadlig situatios. SPHE fosters respect for oeself ad others, promotes healthy lifestyles, ad builds liks to the commuity. The work i this area promotes cogitive, emotioal, physical, social, ad spiritual developmet. The developmet of the skills, attitudes ad kowledge that foster idepedece ad the ability to form relatioships has always bee regarded as a extremely importat aspect of the curriculum i schools caterig for studets with mild geeral learig disabilities. The Primary School Curriculum, SPHE, formalises this work ad draws o this experiece.

4 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Itroductio The iclusio of social, persoal ad health educatio as a curricular area is i lie with curret thikig, which highlights the importace of developig social competece for all studets. There is o uiversally accepted defiitio of social competece, but it is geerally agreed that it is a composite of social skills ad adaptive behaviour. Social competece relies o more tha the ability to perform a social skill. It ivolves the ability to read the social situatio correctly i order to idetify ad adapt the appropriate social skill ecessary. It is importat to state that ot all studets with mild geeral learig disabilities have difficulty with social skills acquisitio. Social skills developmet is of crucial importace i the lives of may studets with mild geeral learig disabilities, who ofte do ot possess the ecessary social skills to iteract appropriately with others. Some of the observable characteristics of studets with difficulties i this area are see i their iability to make frieds. This is ofte highlighted by parets awareess of their so s/daughter s lack of frieds both withi ad outside school. Studets lack of iterpersoal skills arrows their opportuities for friedship-makig ad so further reduces their opportuities to become socially skilful. There are several reasos why studets fail to lear ad use social skills effectively ad appropriately. These ca be summarised as follows: Lack of kowledge: Studets fail to perform because they have ever leared the appropriate social skill. Lack of opportuity: Studets may be restricted i performig social skills by a classroom eviromet, which restricts social iteractio. Opportuities for practisig social skills should be facilitated through peer tutorig ad activity-based learig that promotes social iteractio. SPHE is a shared resposibility. Close liaiso with parets is ecessary to provide opportuities for studets to iteract socially i the commuity. Lack of feedback ad reiforcemet: Studets eed costat feedback o what they do correctly or icorrectly i order to improve their performace. Modellig ad role-playig ca also assist i providig positive feedback. Lack of sesitivity to evirometal cues: Some studets kow how to perform the correct social skill but fail to kow whe to perform it. They ofte have difficulties cueig i to the geeral atmosphere of a give social situatio ad to the feeligs of others. This ca result i iappropriate laguage or behaviour. Idetifyig social skills The skills idetified throughout the Primary School Curriculum, SPHE, highlight the importace of developig these competecies. These iclude the followig: Iterpersoal/commuicatio skills Iterpersoal skills relate to the commuicative skills used i all social situatios. These are regarded as the most essetial skills i achievig social competece ad peer acceptace. They ivolve eye-cotact, listeig ad respodig, tur-takig, itroducig oeself, joiig i, askig/offerig help, givig ad receivig complimets, apologisig, expressig opiios, ad uderstadig gestures, facial expressios ad feeligs. Behavioural skills Behavioural skills ivolve assessig a social situatio, selectig a appropriate skill, ad assessig its effect o others. These skills relate to dealig with stress, expressig feeligs appropriately, havig a positive attitude towards oeself, egagig i resposible behaviour, ad self-care skills. Assertive skills Assertive skills ivolve represetig oe s view without becomig aggressive or withdraw. The studet s age ad his/her social ad emotioal developmet should be cosidered whe teachig all social skills. The social skills of play for the youger studet will differ cosiderably from the skills of co-operatio older studets will eed to use i group activities. Similarly, itroducig oeself is ot a skill expected of a pre-school child, but it is a skill expected of older studets.

5 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY A co-operative aproach SPHE permeates all aspects of school life for the studet. Studets with mild geeral learig disabilities are very capable of attaiig social ad persoal developmet i all areas outlied i the Primary School Curriculum, SPHE. The school ethos, as well as the respect ad digity experieced by these studets i their dealig with all school staff ad persoel, will be of crucial importace i promotig a positive climate for this developmet. The relatioship betwee the teacher ad studet will be yet aother determiig factor i facilitatig SPHE. The teacher should esure that studets have opportuities to have their views listeed to, to make decisios o matters relatig to themselves, ad to be give resposibility ad opportuities for cotrol as frequetly as possible. The Primary School Curriculum recommeds that SPHE be best facilitated i a combiatio of three ways: i the cotext of a positive school climate ad atmosphere through discrete timetabled time through cross-curricular itegratio.

6 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Overview of the strads of the curriculum Myself Self-idetity Self-awareess Developig self-cofidece Makig decisios Takig care of my body Kowig about my body Food ad utritio Growig ad chagig As I grow I chage New life Feeligs ad emotios Safety ad protectio Persoal safety Safety issues Myself ad others Myself ad my family My frieds ad other people Relatig to others Myself ad the wider world Developig citizeship My school commuity Livig i the local commuity Evirometal care Media educatio

7 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Myself The strad Myself promotes the iterpersoal side of the studet s life through developig self-awareess ad self-esteem. It eables the studet to see himself/herself as a uique idividual with differet abilities, stregths ad limitatios, who is loved ad cared for, ad who has a uique ad importat cotributio to make i life. This awareess starts with the self, kowledge of the body ad how it works, ad further develops ito a exploratio of the studet s abilities ad talets. For studets with mild geeral learig disabilities, this is a area that presets much difficulty due to social immaturity. This lack of body image is ofte represeted i their drawigs whe depictig themselves or others. The developmet of iterpersoal skills, as outlied i this strad, is depedet o the developmet of commuicatio ad laguage skills. I order to iteract socially the studet eeds to be competet i commuicatio skills. This is the most fudametal skill that studets eed i order to describe themselves, to relate to their peers, ad to iteract with the outside world. Attempts at completig tasks ofte lead to feeligs of frustratio rather tha feeligs of accomplishmet. Istead of buildig up self-esteem, the studets attempts ofte lead to feeligs of isecurity about themselves, which i tur create secodary emotioal problems. I order to ecourage each studet to lear that he/she has a importat part to play i the whole scheme of thigs, it is of the utmost importace to build up the idividual s persoal profile, highlightig their uique features, persoal prefereces, particular stregths, ad abilities. I this strad, the studet is also ecouraged to build up a awareess of his/her ow behaviour ad to lear strategies for maagig that behaviour if ecessary. There is a emphasis also o learig how to maage feeligs ad how to cope with ew ad demadig situatios. Self-worth ad selfcofidece are urtured, with opportuities for choice ad idepedece beig see as essetial learig experieces. The ability to cotrol oe s eviromet ad to be as idepedet as possible is of particular importace for studets with mild geeral learig disabilities. May studets will deped o the adults aroud them ad will ot move to idepedece as readily as other studets. This highlights the sigificat resposibility of parets, teachers ad all those who work closely with these studets i esurig that opportuities for practisig idepedece skills are provided both i school ad at home. SPHE also explores growth, chage, ad persoal ad safety issues. This is importat to studets with mild geeral learig disabilities, sice their iability to cue ito social situatios ca ofte leave them more vulerable to abuse ad exploitatio. The developmet of persoal care skills is fudametal i the presetatio of self to others. Much work is required i this area for these studets, ad careful plaig for this sectio, i the cotext of Relatioships ad Sexuality Educatio (RSE) ad the Stay Safe Programme, is recommeded. Through learig about food ad utritio studets ca establish self-help skills such as cookery, the ability to orgaise meals, ad the developmet of healthy eatig habits. This provides yet aother fu social activity through which the skills of all studets ca be developed through practical class activities ivolvig plaig, shoppig ad cookery. Celebratio of each studet s uiqueess should be supported by the ethos ad culture of the school. This is especially relevat for studets with mild geeral learig disabilities, as it ehaces the image of each studet i the eyes of parets, peers, classroom staff, ad all those who have regular cotact with the studet.

8 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Myself ad others I the strad Myself ad others SPHE aims to erich the studets awareess ad uderstadig of their relatioship with others, ad promotes a sese of belogig ad a uderstadig of iterdepedece. SPHE ca eable studets to move towards a perspective from which they begi to uderstad how they ifluece ad are iflueced by the world aroud them. Studets with mild geeral learig disabilities may eed particular help i this area due to commuicatio difficulties, which may impede their ability to iteract with others. The skills to be developed here focus o eablig studets to establish ad maitai healthy relatioships, resolve coflicts, ad relate to others i a carig ad respectful maer. The developmet of these abilities is facilitated through all the curricular areas ad activities that studets egage i. It is importat, therefore, to provide as may group ad co-operative activities as possible to foster this developmet. For the youger studet, play is the most importat medium i providig a social cotext for the developmet of these skills. Through SPHE studets ca lear to appreciate the role of other people i their lives, to strive towards a uderstadig of the feeligs of others, ad to treat people ad their property with care ad respect. For studets to lear respect ad uderstadig, it is importat that they experiece digity ad respect from all those with whom they come i cotact. I correctig iappropriate behaviour, it is importat for the studet to uderstad that it is the behaviour that is uacceptable ad that the correctio does ot sigify a rejectio of himself/herself as a perso. Developig a appreciatio of the importace of family, frieds, school, ad the commuity is outlied i this strad. This ca preset a difficulty for studets who atted a special school that is located i a differet commuity, ad where school frieds are from differet locatios. Parets eed to be aware of the importace of the iclusio of these studets i social activities outside school. Myself ad the wider world The strad Myself ad the wider world focuses o broadeig the studet s ability to uderstad ad iteract with his/her wider eviromet. This will be facilitated through work i SESE i which the studet explores the wider eviromet through history, geography ad sciece. The media plays a sigificat role i the lives of these studets. Much time is spet watchig televisio ad every studet has a familiarity with ad kowledge of the weekly happeigs i may programmes. It is possible to use this iterest to explore may issues relatig to relatioships, growig ad chagig, resolvig coflict, body image, safety, ad dealig with differece. Recorded extracts from televisio programmes ca be discussed to illustrate some topic of relevace ad to help studets distiguish fact from fictio. For older studets, listeig to the daily ews as part of the laguage lesso ca help them to develop a sese of awareess of evets as they ufold both atioally ad iteratioally. Locatig these places o maps of the coutry, of Europe ad of the world will develop a sese of the world as it impacts o their lives daily through the ews media. The cocept of commuity is also explored i this strad. This is of key importace to studets with mild geeral learig disabilities, sice these studets ca ofte be margialised from their peers. It provides a opportuity to explore how the class, school ad wider commuities accommodate differet values ad opiios, ad how the rights of others are ofte deied through prejudice or misiformatio. The rights ad resposibilities of the studets could be discussed ad agreed, ad i this way the democratic priciples operatig i the class or school ca be highlighted. Developig a sese of belogig to the wider world ad havig somethig importat to cotribute, regardless of academic achievemet, is of crucial importace for these studets. This begis by eablig the studet to take o resposibilities withi the school ad at home.

9 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY School plaig The importace of SPHE i the lives of these studets, ad the skills it develops, caot be overstated. For may studets with mild geeral learig disabilities the developmet of these skills is a ecessary precursor to the developmet of academic skills. Plaig which idetifies the idividual eeds of these studets should be doe i collaboratio with parets, ad reviewed at regular itervals. I idetifyig the cotet to be covered at each curriculum level, the school will eed to address how it will effectively develop the commuicatio, iterpersoal ad safety skills that are so importat for these studets. Plaig should also take accout of the ways i which these skills ca be reiforced ad cosolidated through itegratio with other curriculum areas. The Primary School Curriculum: SPHE, Teacher Guidelies provide adequate advice o all aspects of school plaig to facilitate the eeds of studets with mild geeral learig disabilities. However, some additioal poits eed to be emphasised. Creatig a school climate that ehaces self-esteem The eed to foster feeligs of self-worth is of paramout importace for studets with mild geeral learig disabilities. Due to the may difficulties these studets ecouter, it is ofte foud that they have low self-esteem. Self-esteem has bee defied i the Primary School Curriculum as the degree to which people feel worthy, capable, sigificat ad effective (page 24). The School Pla should outlie i its policy ad philosophy how these eeds could be met. Creatig a positive school eviromet i which the idividuality of the studet is respected ad celebrated will serve to ehace the studets feelig of selfesteem ad belogig. The school atmosphere A school atmosphere that helps all staff ad parets to commuicate positively ad celebrate the talets of these studets should be fostered. The laguage used to describe studets achievemets i a positive maer should be agreed, especially i relatio to reports to parets ad staff members.

10 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Iclusio Much is writte o the value of iclusio for studets with learig disabilities i maistream schools as a meas of ehacig their social developmet. However, much plaig by the teacher is eeded to facilitate this developmet, as studets with mild geeral learig disabilities ofte have commuicatio ad social difficulties which ihibit their social relatios with others, thus makig it difficult for them to gai acceptace with their peers. Partership with parets The studet s parets should be ivolved i plaig for ad i assessig the social, persoal ad health educatio of the studet. Skills leared i school will eed to be cotiuously reiforced i the home eviromet. Parets will also eed to be supported i their efforts, ad feel that they have a positive ad valuable cotributio to make to the work of the school. The iclusio of parets i celebratig the work ad achievemet of these studets is importat for both parets ad studets. It ca provide parets with a comprehesive picture of the holistic developmet of the studet as outlied i the aims ad objectives of the Primary School Curriculum. For studets, it highlights the importace that is placed o helpig them to be actively egaged i developig the emotioal ad social maturity that they eed i all their relatios with others. The school pla The school should develop policy o a code of behaviour ad o bullyig i cosultatio with the studets ad parets. Parets ad studets could be requested to agree the joit documet, thus esurig that studets will be treated i a fair ad cosistet maer. The school policy will also eed to outlie how it will provide for a comprehesive programme to meet the eeds of these studets i the areas of relatioships, sexuality ad safety. The ivolvemet of parets i the plaig process is of utmost importace. I dealig with these issues it may be ecessary for some schools to idetify staff members who have particular expertise i this area or to make provisio for further expert traiig for staff members. 10

11 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Classroom plaig The classroom pla should reflect the ethos of the school ad its agreed policies for the mediatio of SPHE. The pla should take cogisace of the particular idividual ad group eeds of studets. Idividual educatio plas outliig the most pertiet social eeds of idividual studets should always be referred to. Progress should be recorded, celebrated ad reported to parets. The Teacher Guidelies for SPHE i the Primary School Curriculum provide adequate advice o all aspects of classroom plaig to facilitate the eeds of studets with mild geeral learig disabilities. It is importat that the teacher creates a atmosphere of co-operatio rather tha competitio i the classroom. Equal opportuities for choosig teams ad group members should be afforded to all studets, as studets with iadequate social skills developmet will ofte be the last to be picked by peers. Seatig positio i class should ot serve to further isolate the studet from his/her peers. Providig a culture of acceptace of differece i the classroom eviromet is of the utmost importace. Studets eed to kow that it is acceptable to fail i their efforts ad that failure is part ad parcel of the learig process. Commuicatig with the studets ad egagig them i settig persoal learig outcomes will facilitate the developmet of more autoomy ad cotrol i their lives. 11 I developig social skills, it is ecessary to provide as may opportuities as possible for the studets to iteract ad work, both i pairs ad i teams, o all aspects of the curriculum. This opportuity to iteract socially is especially relevat to the SPHE programme. Studets should be give opportuities to assume resposibilities i both the class ad the school cotext. These could iclude such activities as plaig visits or welcomig people to the school. This ca help to develop their self-cofidece ad ehace their social stadig with their peer group.

12 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Classroom plaig for ay particular group of studets should idetify the idividual skills that studets have, ad provide opportuities for them to demostrate these skills to their peers i other curriculum areas. Much repetitio ad reiforcemet is eeded i order to practise the skills leared ad to facilitate trasfer from oe social situatio to aother. This ca be facilitated through plaig for itegratio ad likage with other curriculum areas, ad by providig as much real-life experiece as is possible. Possible opportuities for itegratig SPHE are outlied o page 38 of the SPHE Curriculum. A geeric list for iformal teacher observatio of studets All studets will beefit from a variety of teachig styles ad classroom activities. Studets with mild geeral learig disabilities will particularly beefit if the teacher is aware of their stregths ad eeds before embarkig o a ew topic. The followig questios idicate some observatios that the teacher may ote about the studet. Such iformal assessmet ca assist the teacher i selectig suitably differetiated methods for the class ad may prove useful i providig feedback to parets ad studets. Pre-test usig a simple task i the area you are itroducig What is the state of readiess of the studet to do this task i terms of kowledge, skills, attitudes? What learig strategies are beig used by the studet? Ca he/she describe what he/she is doig ad how he/she is doig it? Does the studet uderstad why he/she is doig this activity? Is the studet s readig level ihibitig his/her ability to egage with the task? Is the studet s umeracy level ihibitig his/her ability to egage with the task? Idepedece How does the studet cope whe left aloe with a task? Does he/she give up easily, ask for help, begi the ext task, sit iactively, or become disruptive? Does the studet clearly uderstad what to do if he/she has a problem or is fiished work earlier tha others? Is the studet orgaised i his/her work? Does the studet check if he/she has the correct equipmet, for example pecil, pe, ruler, graph paper? Does he/she have other difficulties, such as hearig loss, poor visio, poor motor cotrol, or hyperactivity, that may eed to be cosidered? Ca the studet preset work i a way that ca be uderstood by others? Group work Does the studet appear to lear better i a group, aloe, or i pair-work? Ca he/she take turs ad liste to other studets resposes? Ca he/she preset the work i a clear ad coheret maer o behalf of the group? Istructios Does the studet liste to ad uderstad istructios? Ca the studet read istructios? Ca he/she follow istructios give by the teacher? Ca he/she follow more tha oe istructio effectively? Ca he/she make appropriate resposes to the istructios? Is the studet clear about routies for settig out materials ad clearig up after a activity? 12 Does the studet have ay miscoceptios about the task?

13 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Approaches ad methodologies Skills such as how to establish friedships, how to egage with others i coversatio, how to questio, ad how to share iformatio are importat skills for studets with mild geeral learig disabilities. These skills ca be broke dow ito smaller steps ad illustrated by the teacher through modellig, role-playig or drama activities. The ability of studets to apply these ew skills should be moitored ad rewarded at frequet itervals. The approaches ad methodologies i the Primary School Curriculum: SPHE outlie a active approach to learig through which studets costruct ew meaig though experiece ad discovery, ad so iteralise their ew learig ad apply it to ew situatios. However, iteralisig ew learig ad trasferrig it to other situatios is a area that presets much difficulty for studets with mild geeral learig disabilities. Some studets with mild geeral learig disabilities may have ueve patters of social skills developmet, which ca impede learig. Coupled with this, some studets may exhibit irritatig, impulsive or upredictable behaviour patters that further alieate them from their peers. These behaviours may relate to iappropriate toe of voice, abusive laguage, aggressio, or temper tatrums. 13 For some studets it may be ecessary to provide idividual coachig i a particular social skill away from their peers. This idividual istructio will be crucially importat i preparig the studets for egagemet i class activities. Social skills ca be divided ito cogitive behaviours ad overt behaviours. Cogitive behaviours kowig what to do by iterpretig the social cues i a situatio, for example kowig whe to approach a adult to ask a questio or to give iformatio, uderstadig the feeligs of others, ad beig able to aticipate the outcomes of actios take. Overt behaviours usig appropriate behaviour i differet social situatios, for example makig eye cotact, ot stadig too close to people, usig appropriate volume whe speakig, ad learig how to greet ad how to receive greetigs.

14 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Teachig specific social skills ivolves defiig the skill to be taught ad breakig it dow ito its simplest compoets parts outliig its importace to the studet i terms of how it will help him/her to iteract more effectively with others modellig the skill ad allowig the studet to practise the simple compoets i the sequece providig ad structurig opportuities for the studet to practise ad rehearse the skill i a structured situatio providig praise ad feedback o the observed use of the skill i differet situatios providig opportuities for the studet to use ad maitai the skills leared. While it is ecessary to teach discrete social skills, it is best if these skills are ot taught i isolatio but rather i a meaigful way that egages studets i idetifyig social situatios they have ecoutered i their ow lives at home ad at school. Askig questios, givig ad receivig complimets, dealig with ame callig, askig for directios, ad beig assertive i social situatios are some examples of situatios that ca be explored through role-playig techiques. Social skills are best illustrated as they relate to social problem-solvig behaviour. Problem-solvig approaches geerally ivolve defiig the problem, lookig at alteratives, selectig a alterative, predictig its effects, assessig actual outcomes, ad rewardig appropriate behaviour. This, i practice, might ivolve gettig a youg child to share a toy (the problem), ad the alteratives could be grabbig the toy, askig to play, or offerig aother toy i its place (the alteratives). The child is the asked What would happe if? (effects) ad What happeed whe you did it a differet way? (selectig a alterative). The istructioal appeal of this approach is that it helps to geeralise problem-solvig behaviour across social situatios ad settigs. Group work Factors which ehace the studet s chaces of developig social skills are best facilitated by group work that emphasises co-operative learig. It is importat that the teacher teaches the skills that are required for effective group work. These skills ivolve listeig to others, sharig, offerig help, praisig, ecouragig, ad checkig each other s work. The teacher will eed to moitor group activities carefully ad itervee whe ecessary, providig suggestios for sharig a task ad ecouragig ad praisig examples of co-operatio. The size ad compositio of the group is importat, as, i larger groups, the more able studets ofte ted to domiate the activity. The choice of topic ad the tasks assiged eed to be matched to the studet s level of competece withi the group. Group work must be cosistet i order to allow for the developmet of previous skills leared through group collaboratio. Play The importace of play i the earlier years, i providig a cotext for youg childre to iteract with peers ad adults alike, caot be overstated. Play allows social skills to be taught i a atural settig. It also allows for experimetatio with laguage ad provides opportuities to egage i tur-takig, co-operatio, sharig, problem-solvig, ad i assumig others perspectives. For older studets with mild geeral learig disabilities, role-playig is a importat techique to be explored. For these studets, difficulties ofte lie i their iability to uderstad others feeligs ad perspectives, ad to appreciate the importace of learig social skills i the first istace. Stories, which depict studets who lack critical social skills, ca be read ad discussed to examie how they could have behaved differetly i effectig a better resolutio of the social problem depicted. 14

15 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY For studets who have limited role-playig abilities, much practice ad observatio of others i role will be ecessary. Modellig ad role-playig by the teacher for ad with studets ca help to break dow barriers. At the coclusio of all role-playig activities it is importat to elicit resposes from the group as to what X did well ad what he/she could improve o. It is importat also to have rules for participatio ad to debrief the participats at the ed of the role-playig sessio. Circle time is aother techique that is suitable for use with these studets, i that it provides support withi the group to express feelig ad opiios. The social skills outlied i SPHE will be practiced ad reiforced through cross-curricular activities ivolvig co-operatio, commuicatig, sharig, discussig, ad acceptig other opiios. There is o activity or curriculum area where opportuities to practise these skills is ot preset. The cotet, approaches ad methodologies as outlied i the Primary School Curriculum: SPHE, Teacher Guidelies (pages 54-99) will also apply to studets with mild geeral learig disabilities. The exemplars provide a rich resource of ideas ad activities at all levels. Further strategies i relatio to the developmet of social skills for studets with mild geeral learig disabilities are outlied i the supplemetary exemplar material of these guidelies. Assessmet of social skills The cetrality of assessmet, its importace i every aspect of the SPHE programme, ad its relevace to all studets are outlied i the SPHE Curriculum (pages 70-77). The importace of assessig eeds ad recordig progress are of crucial importace for studets with mild geeral learig disabilities. The Primary School Curriculum highlights the importace of teacher observatio as a tool i the assessmet of SPHE. Through iformal observatio of the studet s iteractio with others, both withi ad outside the classroom, the teacher ca observe the factors that ihibit the studet s acceptace i the group. I some istaces the studet may have a tedecy to spoil games, to be aggressive, or to make hurtful remarks to others. How studets iteract, co-operate, work idepedetly, ask questios, ad egage i settig their ow goals ad outcomes are all measures of their social skills developmet. For studets with mild geeral learig disabilities, iitial observatios by the teacher are importat i plaig for their learig eeds. Through observatio the teacher ca decide which social skill is the most relevat i terms of the studet s age ad his/her eed for iclusio i group activities. A checklist is provided o page 16, which may help teachers to record their observatios for future plaig to meet the idividual eeds of the studet. The use of a portfolio of the studet s work is a very appropriate method of assessmet for these studets. It provides the studet with cocrete evidece of his/her achievemets to discuss, review ad share with parets ad peers. It ca serve to ehace selfesteem by focusig the studet o what he/she has achieved. It ca also serve to egage the studet, through discussio with teachers ad parets, i settig further outcomes for himself/herself. The portfolio could be built up from the first year of schoolig. It could cotai iformatio gleaed from parets o likes/dislikes, family members, pets, ad thigs of iterest to the studet that would help coect home to school. As the studet progresses through school, the portfolio could cotai examples of work i differet curriculum areas that are of particular relevace to the ecessary skills ad competece level required by the idividual studet. It ca serve as a record of work doe a basis for reportig to parets a basis for awardig a class or school certificate of achievemet a source of positive feedback a source of iformatio at the poit of trasfer to aother class or teacher a basis of self-assessmet a importat home-school lik. 15

16 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Framework for targeted teachig of social skills Observe the studet s behaviour. Ca the studet greet others ad respod to greetig by others? Documet the area of eed. Idetify the particular skill to be taught. Demostrate/model/ teach the skill directly to the studet. Allow the studet time to imitate ad rehearse the skill i a structured situatio. Provide costructive feedback to the studet i a ecouragig ad positive maer. Allow the studet time to practise the skill i a variety of situatios: idividually, i pair work, or small group work activities. Praise ad reward the studet for applyig the skill without promptig. Review the studet s acquisitio ad applicatio of the skill. Target the ext social skill to be taught. Checklist of basic social skills to help idetify ad pla for idividual social skills developmet Ca the studet make ad maitai eye cotact whe listeig or speakig? Has the studet the appropriate facial expressio, such as, smilig, showig iterest? Has the studet appropriate cotrol of speech: quality of voice, volume, dictio rate of speech, clarity, cotet? Will the studet iitiate cotact by askig or ivitig others to joi i a activity? Does the studet uderstad the rules of a game: sharig, compromisig, tur-takig, helpig, complimetig, sayig thak you, sayig sorry? Ca the studet make age-appropriate coversatio, uderstadig issues relatig to privacy i questioig or i aswerig questios? Does the studet have appropriate listeig skills? Has the studet the appropriate skills required to ask for help or to seek explaatio? Does the studet have appropriate awareess of proper hygiee ad groomig? Has the studet adequate assertive skills i sayig No! ad acceptig No!? Ca the studet cope with coflict, accept criticism, deal with ager i himself/herself ad others, cope with mistakes ad failure? Has the studet persoal orgaisatioal skills: care of books, copies ad persoal items? Does the studet uderstad school orgaisatio, timetable routies, etc? Has the studet acquired a sese of ease of movemet withi the space provided i the classroom ad throughout the school buildig? 16

17 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 1: SPHE Strad: Myself Strad uit: Self-idetity Self-awareess (four-six lessos) Level: Juior* *Cotet ca be differetiated to suit studets at a older age. The studet should be eabled to: develop body awareess explore differeces i physical appearace size, geder, age, colour of eyes, hair, clothes wor at differet ages (baby clothes, etc.). Materials Two large cut-outs of body shapes, oe cut i a jigsaw patter Pictures showig childre ad people of varyig ages Materials to explore taste, smell, touch, sight, ad soud Methodology > Studets discuss body shape ad ame parts of the body that they kow. > Whe the teacher touches a certai part of the body the studet mirrors this actio. > Talk about what the part of the body is called ad its uses. > Studets match the jigsaw pieces to the body template. > Studets, i groups, sort pictures accordig to age/geder, tall/short, etc., ad discuss why they placed pictures i each category. > Studets explore tastig, smellig, touchig, lookig, feelig, ad listeig. > > > Feely bags could be used to explore differet textures. Studets discuss ad record i groups: These are the thigs we tasted today. Posters represetig the differet materials used to experiece each sese could be displayed ad referred to at frequet itervals. Two large cubes are made from cardboard boxes, with pictures of the five seses/parts of the body depicted o the cube face. O the sixth side of the cube the words roll agai or a smiley face idicates aother tur. I pairs, studets take turs to roll the cube ad say what they ca do with the sese or part of the body. 17

18 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 1: SPHE Likage/Itegratio Visual arts: hadprits, figerprits, body outlies, silhouettes Physical educatio: games such as Simo Says, Hokey Pokey, Robot Game, Body Shapes Music: actio sogs ad rhymes reiforcig parts of the body ad their ames Drama: Tell a story ad ask studets to sort ad match happy/sad facial expressio pictures to differet parts the story. Discuss times whe they felt happy or sad. Differetiatio If studets are older, use age-appropriate materials i all activities. The demads made o idividual studets should be based o observatios made i plaig. Assessmet Ca the studet describe his/her ow physical appearace? Ca the studet describe or idicate the use of the five seses? Ca the studet fid similarities i the physical features of other studets? Ca the studet sort a give set of pictures ito oe or more categories: old/youg, boy/girl, ma/woma, baby/youg child? 18

19 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 2: SPHE Strad: Myself Strad uit: Self-idetity Makig decisios (three-four lessos) Level: Seior* *Cotet ca be differetiated to suit studets at a youger age. The studet should be eabled to: pla ad prepare for a theme party list occasios whe people have parties list the jobs to be doe i preparatio: shoppig, cookig, cleaig, ivitatios, decoratios cost the items eeded. Materials Foodstuffs eeded for the party theme, recipe books Cookig utesils Tableware Decoratios Ivitatios Methodology > Studets, as a class, discuss the differet occasios o which parties are held, for example birthdays, weddigs, christeigs, Christmas. > Studets work i groups to decide o a theme ad explai the reasos for their choice. > Studets, i groups, list the activities to be udertake i preparatio for a party. > Studets pick a piece of paper idicatig which group they belog to, for example the shoppig group, the ivitatio group, the cookery group. > Lists of prited prices from supermarkets could be supplied to help i the costig. > Studets record i groups what they did to help i the preparatios. > Studets decide whom to ivite ad whe. > Studets write out a welcome speech to be delivered by oe of the group. (These lessos ca be developed as a discrete uit or a theme across curricular subjects.) 19

20 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 2: SPHE Likage/Itegratio Visual arts: decoratios for the classroom ICT: baers ad ivitatios Physical educatio: party games for youger studets, or charades for older studets Music: suitable music to celebrate the occasio Maths: costig, estimatig, budgetig SESE: celebratio i other coutries Differetiatio The groupig of studets to facilitate the recordig of ideas is importat. The teacher ca act as leader for youger studets. Assessmet Ca the studet describe what decisios were take i the group ad why? Ca the studet describe the activities the group egaged i to prepare for the occasio? Ca the studet state what he/she ejoyed whe egagig i the activity? Ca the studet state what he/she leared i the group? 20

21 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 3: SPHE Strad: Myself Strad uit: Takig care of my body (two-three lessos) Level: Middle* *Cotet ca be differetiated to suit studets at a older or youger age. The studet should be eabled to: explore what costitutes a balaced ad healthy diet by examiig the food pyramid uderstad that we eed to eat certai foods i order to stay healthy uderstad that differet foods are eate at differet times of the day uderstad that differet foods are eate i differet coutries. Materials Chart of the food pyramid Magazies with food pictures Examples of differet foods: vegetables, fruits, cereals, biscuits, sweets, etc. Worksheets o the food pyramid Collectio of empty packages ad cartos of food products Methodology > Studets, i groups, discuss/pick pictures of their favourite foods. > Studets, i groups, discuss/pick out foods they would eat at breakfast, dier, etc. > The teacher explais what the food pyramid is ad how healthy foods are chose. > I groups, studets complete give pyramid charts by selectig/matchig pictures to each food category represeted o the pyramid. > Studets sort ad classify real food o a give pyramid template draw o a table or a chart. > Studets, i groups, make charts to represet the differet food groups meats, fruits, vegetables, etc. > Coduct a class survey to fid out our favourite foods. 21

22 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 3: SPHE Likage/Itegratio Art: collage of differet foods prits usig potatoes, peppers, oios, etc. Music: sogs with a food theme, makig istrumets usig food rice, pasta, etc. Maths: pictorial represetatio of favourite foods vegetables, fruits, meats, etc. ICT: usig suitable programs which explore this topic SESE: foods from other coutries This exemplar liks well to themes outlied i the SPHE Teacher Guidelies (pages 72 ad 77). Differetiatio Names of food items ad words such as pyramid ad balaced should be accompaied by pictures. Assessmet Ca the studet ame differet foods from the food pyramid? Ca the studet ame differet food categories meats, fruits, vegetables, etc.? Ca the studet ame foods that are eeded i order to stay healthy? Ca the studet ame foods which should be eate i moderatio? Ca the studet ame foods which are eate at differet meal times? Ca the studet discuss his/her favourite food? 22

23 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 4: SPHE Strad: Myself Strad uit: Growig ad chagig (two-three lessos) Level: Middle* *Cotet ca be differetiated to suit studets at a older or youger age. The studet should be eabled to: become aware of the ature of his/her ow feeligs ad uderstad that these feeligs ca chage over time ad i respose to differet situatios lear that feeligs are good but eed to be expressed i a appropriate maer Materials Magazies, comics, sport pages, pictures of babies/childre/teeagers/parets Stories that depict coflict, disappoitmet, etc. lear that ot everyoe reacts i the same maer emotioally. Methodology > The teacher reads a story or poem depictig a coflict situatio. > The teacher questios the studets o what feeligs were expressed i the poem/story. > Studets discuss times whe they felt sad/happy/upset/agry/frighteed. > The teacher gives examples of times whe he/she felt these emotios. > The teacher compiles a chart I feel happy whe, listig examples from geeral class discussio. > The teacher makes four charts depictig four key faces/feeligs. > Studets, i groups, fid pictures to match each feelig show ad discuss their choices. > Use a large wheel with a poiter depictig emotioal situatios (a child cryig, a lost pet, wiig the lotto, etc.). Studets, i pairs, get a chace to spi the poiter ad describe the feeligs depicted where the poiter stops. > The lesso ca be exteded to iclude other feeligs: boredom, jealousy, worry, excitemet, disappoitmet, self-cosciousess. 23

24 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 4: SPHE Likage/Itegratio Art: my feeligs scrapbook, makig a feeligs wheel, collage of good ad had days Music: listeig to music expressig differet moods, discussio about the feeligs aroused ICT: usig suitable programs to draw ad write about emotioal expressios This exemplar ca be liked to the exemplar outlied o page 76 of the SPHE Teacher Guidelies This exemplar ca be liked to good feeligs ad bad feeligs, as i the Stay Safe programme. Differetiatio Difficulties with uderstadig laguage ca be helped by usig pictures with words to represet feeligs discussed. Care should be take to set rules for respectig others feeligs, ad for allowig studets to declie to relate persoal experieces if they so choose. Assessmet Ca the studet select a picture to represet a feelig chose by the teacher? Ca the studet recogise differet expressios fuy, sad, agry? 24

25 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 5: SPHE Strad: Myself ad the wider world Strad uit: Developig citizeship My school commuity (two-three lessos) Level: Middle* *Cotet ca be differetiated to suit studets at a older or youger age. The studet should be eabled to: idetify the ame of the school ad state its locatio idetify key persoel withi the school pricipal, class teacher, other teachers, other persoel deliver a message to a give locatio withi the school. Materials Photographs of the school buildig, staff, persoel, ad the locality Large puzzle map posig the problem of how to get X to his/her home Large simple map outlie of school classroom locatio Methodology > Hold a geeral discussio about the school, the umber of teachers, its locatio, the distace from home, etc. > Studets discuss the photographs ad orally match ames to pictures. > I groups, studets fid the home for X. > > > O a give large-scale map studets, i pairs, are requested to locate the teacher s table, their ow table, the toilet, the press, the blackboard, the widow. Robot game: a blidfolded studet (playig the robot) gives directios to get X studet from A to B. (Esure that there is plety of space for this activity.) Teach the laguage of directio (left, right, dow, up, straight, over, i, out, tur) usig a large-scale map ad model cars/people. The teacher follows istructios give by the studet (models behaviour) ad studets the follow istructios from each other. > Studets, i pairs, could be give resposibility for deliverig iformatio from the office to teachers. 25

26 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 5: SPHE Likage/Itegratio Physical educatio: mazes, obstacle courses with directios marked o floor, words ad arrows Music: musical games whe music stops take three steps to the right/left, etc. SESE: map readig, orieteerig ICT: programs i which directioal skills are used to solve puzzles Differetiatio Istructio should be idividual with visual cues provided. Assessmet Ca the studet follow simple directioal istructios? Ca the studet state i which directio he/she is movig? Ca the studet locate a give classroom/office withi the school? 26

27 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 6: SPHE Strad: Myself ad others Strad uit: My frieds ad other people (two-three lessos) Level: Middle* *Cotet ca be differetiated to suit studets at a youger or older age. The studet should be eabled to explore ad discuss the qualities ad skills associated with friedship explore how frieds ca have a egative ifluece o others explore how it is importat ot to exclude others. Materials Pictures of groups of studets egagig i differet activities Set of cards with icomplete seteces: A fried is A fried would always A fried would ever I like havig frieds because, etc. Copies of letters depictig problems that frieds may have (See page 29.) Methodology > Studets egage i choices game. (See page 29.) > Iitiate a geeral discussio o how studets become frieds. > Discuss similarities i the group i likes/dislikes/hobbies/family members. > Similar iterest groups are requested to egage i a joit activity. > Studets workig i groups/pairs outlie ad record the activities that frieds egage i ad the qualities that a good fried must have. > Cards are chose from the set ad seteces completed. > The teacher reads letters ad ivites discussio. (See page 29.) > I pairs/groups, studets reply to letters orally/o a tape recorder/i writte format/o the computer. > The teacher reads replies to letters ad ivites discussio o the similarities ad differeces i advice give. 27

28 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 6: SPHE Likage/Itegratio Visual arts: desigig a poster etitled Frieds, friedship bracelets ICT: letter writig Differetiatio Descriptive words for friedship are illustrated with pictures/facial expressios/gestures. Esure that groups are matched suitably to the tasks give. Provide activities which ecourage iteractio betwee differet groups i class. Assessmet Ca the studet ame some qualities that a fried should have? Ca the studet outlie ways i which frieds ca have a egative ifluece o him/her? Ca the studet express how a studet would feel if he/she were excluded by others i the class? 28

29 Guidelies Mild Geeral Learig Disabilities / SPHE / PRIMARY Exemplar 6: SPHE / The choices game Studets stad i the cetre of the room. The teacher idicates two places at opposite eds of the room. The studets are asked to move to oe or other place followig each questio. I each case the teacher should idicate which place correspods with each aswer. Questios Which do you prefer: ice cream or chocolate? Where do you prefer to eat: Mc Doald s or Burger Kig? Where do you prefer to visit: the zoo or the beach? Which do you prefer: watchig televisio or listeig to music? I watchig the studets move ad sometimes hesitate or chage their mids the teacher ca commet o the fact that some decisios are easier to make tha others. Studets ca discuss which decisios they foud difficult ad why. / Letter 1 29 Dear Agoy Aut, I have two very good frieds i school but the other day I heard them talkig ad laughig about me i the bathroom. You see they have really ice cool clothes ad I do t, as my Mom lost her job ad she has o extra moey to give me to buy clothes. They were laughig at my clothes ad sayig that I ever have ay of the latest gear. I could t believe that it was me they were makig fu of. I really thought they were my good frieds. I feel so terrible ad I do t kow what to do. I feel that I ll ever have them as frieds agai. Please help me. I feel so aloe ad sad. Margaret / Letter 2 Dear Agoy Aut, I go to a school which is far away from where I live. Most of the studets live close to the school ad they all kew each other for years. I fid it very hard to make frieds, ad whe I try to talk to them they all move away ad start talkig to their frieds. Oe day this boy started talkig to me ad asked me to joi his team but his frieds told him ot to be bothered with that ew fella ad that I would t kow the rules of the game ayway, so I was left out. He ever asked me to joi agai. I feel that they all hate me ad that I will ever have frieds i this school. I wish that I ever had to leave my old school. I feel so loely all the time. What ca I do? Joh