LEARN Volume 34, 2012 Learn Cover 2012_Cover 2006.qxd 23/08/2012 15:47 Page 1 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 1 LEARN JOURNAL OF THE IRISH LEARNING SUPPORT ASSOCIATION Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 2 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 3 LEARN JOURNAL OF THE IRISH LEARNING SUPPORT ASSOCIATION VOLUME 34, 2012 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 4 LEARN is the Journal of the Irish Learning Support Association. It is published annually. LEARN 2013 Readers are invited to submit papers to be considered for inclusion in the 2013 issue of LEARN. Papers should reach the Editorial Committee, LEARN, ILSA, c/o Drumcondra Education Centre, Drumcondra, Dublin 9, by January 31, 2013. Papers should be relevant to some aspect of Learning Support and should not exceed 3,000 words. For information on electronic submissions please contact the administrator on our website at www.ilsa.ie Executive Committee 2011-2012 Chairperson: Catherine Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Vice-Chairperson: Catherine Flanagan, Salesian College, Pallaskenry, Co. Limerick. Treasurer: Florence Gavin, c/o ILSA, Drumcondra Education Centre, Dublin 9. Minutes Secretary: Catherine Flanagan, Salesian College, Pallaskenry, Co. Limerick. Editor of ‘LEARN’: Matt Reville, c/o ILSA, Drumcondra Education Centre, Dublin 9. Editor of Newsletter : Catherine Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Executive Members Margaret Egan, Mary Immaculate College, Limerick. Tony Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Michael O’Reilly, St. Fintan’s N.S., Lismacaffrey, Mullingar. Jean Johnston, Schull Community College, Colla Road, Schull, Co. Cork. Máirín Barry, c/o ILSA, Drumcondra Education Centre, Dublin 9. Noel Fox, c/o ILSA, Drumcondra Education Centre, Dublin 9. Máirín Barry, c/o ILSA, Drumcondra Education Centre, Dublin 9. Yvonne Shields, St. Laurence’s BNS, Kilmacud, Co. Dublin. Fiona O’Connor, Jesus & Mary Primary School, Goatstown, Dublin 14. The Association is concerned with the education and support of children who experience difficulty in learning, whether in special or inclusive settings, and those for whom English is an additional language. Its aims include promoting co-operation between all involved in Learning Support and Resource Teaching and enhancing the quality of the service they offer, through the provision of resources, conferences, lectures and seminars.Besides the journal LEARN, a newsletter is published for members. Application forms for membership of ILSA can be downloaded from our website at www.ilsa.ie Layout and Printing by CRM Design + Print Ltd., Dublin 12 • Tel: 01-429 0007 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 5 CONTENTS Editorial .................................................................................................................................................................. 6 Learning to Draw / Drawing to Learn ...................................................................................... 9 – Michael O’Reilly The inclusion of pupils with autistic spectrum disorder within the primary school: a comparative study of inclusive practice across four schools with two different models of provision ................................ 13 – Michelle Dunleavy A Simple Measurement Task ............................................................................................................ 30 – Florence Gavin The Contribution of TEST 2r to Assessment and Learning in the Early Years Classroom ............................................................................................................ 44 – Pauline Cogan The Impact of Context and Authenticity in Numerical and Mathematical Word Problems .................................................................. 63 – Jerry McCarthy An analysis of Microsoft PowerPoint 2007 as a teaching and learning tool for mainstream and SEN pupils ................................ 88 – John Phayer Some Thoughts on the Professional Development of Learning- Support/Rescource Teachers ......................................................................................................… 103 – Anne English Developing Numeracy and Problem-Solving Skills – A Balanced Approach............................................................................................................................ 115 – Catherine Flanagan Safeguarding Inclusive Education in a Time of Austerity .................................. 126 – Joseph Travers How Studies in Neuroscience Can Inform Teaching and Learning.......... 141 – Fiona O’Connor Differentiating for Language and Literacy Within Subject Areas in Post-Primary Schools ................................................ 150 – Ann Marie Farrell Movement and Learning – Colette Nic Sitric ............................................................................................................ 167 The views expressed in the articles do not necessarily reflect those of ILSA. Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 6 6 Editorial When I behold the economic morass that Europe has been plunged into, I can’t help but recall the opening lines from Dickens’ A Tale of Two Cities. “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…” Obviously, in these harsh economic times, education has not escaped its share of cutbacks. There was a political adage some years ago that said “cutbacks hurt the young, the sick and the old”. Unfortunately, that adage is as true today as it was then. Educational cutbacks hurt the young; but as Dr Joseph Travers indicates in his article Safeguarding Inclusive Education in a Time of Austerity, the change in policy from entitlement to a certain level of resources, present since November 1998, to the distribution of a set amount of resources to an expanding student population is a sea change. To quote the CEO of the National Council for Special Education (in Travers article): “The Department of Education and Skills has advised the NCSE that we may no longer allocate resource teaching and special needs assistant posts on a demand-driven basis.” The reality, as Travers asserts, is that in the context of a rapidly expanding student population, and the birth rate has been rising over the last decade, maintaining the same number of resources with extra students is a severe cut in services. It means that existing resources will be diluted further and spread ever more thinly for the foreseeable future. The Department of Education and Skills (DES) introduced a new Literacy and Numeracy Strategy last year (2011). One very disappointing aspect of this strategy is the requirement on all schools to produce an annual report using standardised testing as the sole measure of achievement levels. We know that these tests are unsuitable for administering to children with special education needs and do not measure their achievements. There is clear evidence that assessment for learning, criterion referenced tests and diagnostic assessments offer a far greater opportunity of providing key information that will help to raise standards for children with special education needs. I would urge members not to accept a situation where the performance of many children with special educational needs is recorded for the Board of Management and DES as a number among those excluded from standardised tests. We should insist, in the debates that will rage about this matter, that a separate record, which acknowledges the achievements of special needs children be also placed into the public domain alongside the standardised test results, if we are serious about inclusion. Howard Gardner initially introduced the theory of multiple intelligences to the world through a book: Frames of Mind. The book received many awards, huge Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 7 LEARN 2012 7 media publicity and was ultimately named as one of the most influential books on education of the 20th century. Modern culture appears to value linguistic intelligence and logical-mathematical intelligence above the other intelligences. In this Olympic Year, with the achievements of Katie Taylor and others still fresh in our minds, we should put forward the multiple intelligences theory as a critique of the values of our schools and of our culture. We need to pay far more attention to the neglected intelligences, especially the spacial, bodily-kinaesthetic and musical that may be particular strengths of individuals who have had special difficulties in successfully making their way through our heavily linguistic school system. I am suggesting that we need to re-evaluate the subjects taught in our schools, with an increased emphasis placed on the arts, physical education, nature and other topics that have been traditionally limited to the periphery of the curriculum. In that regard I am delighted that a number of articles in this edition of Learn focus on aspects of learning other than literacy and numeracy. Drawing by Michael O’Reilly with the subtext of Learning to Draw/Drawing to Learn, posits the notion that for children mark making/drawing is about • helping to organise thoughts, feelings and ideas • sharing thoughts, feelings and ideas