Supporting pupils with SEN in Design Technology + Help Sheet 9

Support for SENCOs

Design Technology

Design and technology is a popular and very valuable subject for children and young people with SEN. Its practical, 'hands-on' nature allows them to achieve in a very visible way and often to succeed more than in any other curriculum area. For this to happen consistently, however, teachers have to be aware of pupils' individual difficulties and be pro-active in reducing barriers to achievement. In forward planning for any particular lesson, they may decide to:

• adapt the task

• provide targeted support

• allow extra time

• provide modified resources/equipment.

Design and make assignments can present both challenges and opportunities to pupils with SEN; careful planning is needed to ensure that pupils are able to develop and apply ideas in practical, concrete ways that help to build confidence. Model the process for them − explaining the thinking that leads to decision making. Shorter, focused tasks can work well, and while all pupils should experience the whole designing and making process, some can complete different aspects to different levels. Consider how to:

• set tasks in a familiar context, choosing projects where pupils are able to produce good quality products and experience success

• differentiate the parameters within which pupils will be working: those with SEN may benefit from a reduction of options; or make the assignment about improving or adapting an existing product rather then inventing something totally new

• provide plenty of opportunity for discussion, looking at examples, suggesting alternatives − with careful consideration of the pairs/groupings within which pupils will work (possibly with the support of a TA)

• show good examples of planning as well as of end products

• allow for 3D modelling in the place of drawing designs

• allow particular pupils to join a project after the research stage so that they can get to the making aspects more quickly

• monitor closely and avoid letting pupils go too far 'down the wrong track'.

Focused practical tasks enable pupils to learn and practise new skills and can be highly motivating and rewarding for those with SEN, building their confidence and giving them ideas for their own designs. Consider how to:

• consolidate newly learned skills with regular practice

• provide clear, easy to understand instructions (with pictures, symbols

• break down the task into small achievable steps

• help pupils to plan effectively (eg provide instructions for them to sequence in the correct order)

• support them in remembering and being able to read and write key words and names of processes, equipment etc (taking time to introduce and explain new words, providing word banks)

Evaluation activities provide opportunities for pupils to disassemble and investigate products and make decisions about their fitness for purpose. Support them in this aspect by:

• using a limited range of products (mix familiar and unfamiliar)

• allowing for plenty of discussion and time for tasting/testing/examining products

• providing clear criteria for evaluation (possibly backed up by prompt sheets or writing frames).

Resources

Storage of equipment and materials is a key issue for pupils with SEN: label drawers and cupboards clearly in lower-case letters and place often-used items where they are easy to reach.

There are some general resources that can prove very useful in D&T as well as for other subject areas:

• A video recorder to record pupils' design ideas, comments, plans and evaluations as an alternative to writing. Teachers can also use this to record processes which may need modelling several times for certain pupils (eg threading a sewing machine); the sequence can be played back whenever needed.

• A digital camera is useful for capturing images of outcome products and providing evidence of achievement. Photos of equipment can also be used to label drawers and cupboards to enable pupils to be more independent in finding and putting away equipment.

• Concept keyboards, tablet PC, touch screens can provide valuable alternatives to qwerty keyboards, allowing pupils to record their work more easily by selecting a picture, symbol or word rather than laboriously writing or typing every time.

• Weighing scales, thermometers, measuring jugs, rulers etc. with large format/Braille numbers (talking scales are also useful).

• Word banks displayed around the room, changed regularly to be relevant to current work.

Specific pieces of equipment

There is a large range of adapted equipment such as kettles which change colour when they boil, non-slip mats, chopping devices, different handled tools, easy-to-remove electric plugs etc. For more information click here or contact local services.

For more information, the Design and Technology Association website is at:
www.data.org.uk

Tips for the teacher on working with support staff in D&T:

• Give them clear instructions and explain the dos and don'ts of how you work right from the start.

• Find out about their particular interests and areas of expertise (for example food, textiles, sketching, ICT).

• Support them in acquiring the skills and knowledge they need in order to be effective in D&T lessons (eg basic food hygiene).

• Check regularly to find out if they have any concerns.

For more information and support in meeting SEN in D &T lessons, see Louise Davies' book: Meeting SEN in the Curriculum: Design and Technology, a David Fulton title published by Routledge.

SEN News

The latest Evaluation of the Primary and Secondary National Strategies (2005–07) includes some useful pointers for SENCOs. Assessing pupils in lessons to ensure that learning was pitched at the right level for them was the weakest aspect of teaching and this has obvious implications for pupils with SEN. Analysis of pupils' Key Stage 2 results and other information is not being used enough to inform the curriculum and planning in secondary schools.

Interventions to support lower attaining or underachieving pupils were seen to vary in quality. Less effective intervention stemmed from:

• introducing intervention programmes without an accurate knowledge of pupils' weaknesses

• using interventions as an alternative to good class teaching

• teaching assistants having insufficient training and experience, and finding it difficult to adjust the lessons in the programme to match pupils' understanding

• placing pupils on generic programmes rather than on programmes focused on their specific weaknesses

• intervention programmes insufficiently linked to work in English lessons and to developing literacy skills in other areas of the curriculum

• weak tracking of pupils' progress and evaluation of outcomes.

This e-bulletin issue was first published in April 2008

About the author: Linda Evans is the author of SENCO Week. She was a teacher/SENCO/adviser/inspector, before joining the publishing world. She now works as a freelance writer, editor and part-time college tutor.