I’ve just been putting together the handouts for a course for on effective provision and support for children with learning disabilities, a topic I feel passionate about. We will be exploring the needs of children with a wide range of learning challenges, the barriers they may face with learning and participation, and the implications, before going on to identify ways to maximise engagement, learning and enjoyment. This particular course is for a museum, but I also give lots of training on special needs for other cultural and heritage organisations, and for schools and libraries, and I find that many issues are common to all.
A Whistle-Stop Tour of Special Educational Needs by Clare Welsh and Rosie Williams is no longer in publication, though copies are still to be found. I have always found this section from it very pertinent and helpful:
‘As far as working with pupils with SEN is concerned, we must look at our assumptions and be prepared to challenge them.
- the assumption that pupils will be at the same developmental starting point
- the assumption that pupils will have the same knowledge
- the assumption that because pupils have experienced something before, they will automatically remember it
- the assumption that all pupils can understand the language that is being used around them
- the assumption that pupils will have the gross or fine motor skills to carry out certain tasks
- the assumption that all pupils enjoy social interaction
- the assumption that all pupils will understand and respect standards of behaviour’
Wise words. Assumptions and stereotypes are dangerous things. Every child has different needs, even if they have the same diagnosis. A flexible, listening approach is vital. So is a calm environment in which every child feels safe and supported. Many children with learning difficulties have very high anxiety levels. Change, in particular, can be scary. For children on the autistic spectrum, and plenty of others, providing information – preferably with photos – in advance so they know what to expect from new experiences and new places makes a huge difference. Noise, crowds and clutter are very stressful for some. It’s great that lots of cultural and heritage organisations now offer specific activities or opening times to support children and families for whom these are a problem.
Like other children, most children with learning disabilities love getting involved. I will blog another time about inclusive participation strategies and the value of multi-sensory approaches.