Severe and Multiple Needs

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    • 00:11

      SHERYL BUNYARD: I'm Sheryl Bunyard.I'm a class teacher at Ifield School in Kent.Ifield School is a special schoolthat has a range of children from nursery up and to post-19,up to 25 now.And meets the needs of children with complex, severe,

    • 00:35

      SHERYL BUNYARD [continued]: and profound learning needs.OK.Come on, then, Ksenia.Time for the classroom.

    • 00:44

      STUDENT: Cornflower.

    • 00:45

      SHERYL BUNYARD: Cornflower.How many?

    • 00:49

      STUDENT: Four.

    • 00:50

      SHERYL BUNYARD: Four, Casper.Should we do four spoons?A range of children, so we have childrenwho have complex needs, complex physical needsand medical needs.And we have a large portion of the students haveautism, and speech and language difficulties,and communication difficulties.

    • 01:11

      SHERYL BUNYARD [continued]: Good.OK.Can you see?

    • 01:14

      STUDENT: Green blue.

    • 01:15

      SHERYL BUNYARD: Green and--

    • 01:16

      STUDENT: And red.

    • 01:17

      SHERYL BUNYARD: Oh, wow.You can see so much.Casper, what can you see?

    • 01:23

      STUDENT: Blue.

    • 01:24

      SHERYL BUNYARD: Blue.Good looking.Carla, what can you see?What can you see?The children, often, who have autism,they'll be from quite severe autism, which really limitsthe communication and their social ability.Yes, you are.Jessica's great this morning.

    • 01:45

      SHERYL BUNYARD [continued]: Good girl.Casper, how's Casper this morning?Great?OK.Or not so good.

    • 01:57

      STUDENT: Not so good.

    • 01:58

      SHERYL BUNYARD: Not so good?Oh, dear.That's a shame.Not so good.Carla.Special school, you have not only the studentsto manage, and make sure that you are actuallymeeting their very individual needs,because the learning is very personalized,but also, there's a team of people that are really key.

    • 02:22

      SHERYL BUNYARD [continued]: The teaching assistants that needto be working and cooperating and reallysupporting those children really effectively.So there's a lot of management within the classroomto make that environment really successful.Time to check your schedules, class.

    • 02:41

      STUDENT: We did.

    • 02:42

      STUDENT: No.

    • 02:43

      SHERYL BUNYARD: You did?Good stuff.Come on, then, mister.It's really important to be very structured, very routine,and so that everybody knows what they're doingand when they're doing it, because thathelps to ease the anxiety in the childrenand make it a successful day, hopefully.[INAUDIBLE]

    • 03:06

      SHERYL BUNYARD [continued]: In this class, because we have a wide range of studentswith, particularly, autism, we usean adaptive teach system, which is a system that really reliesheavily on using individualized schedules, very clear routines,

    • 03:27

      SHERYL BUNYARD [continued]: class schedule, very clear use of language,structured workstations, structured individual time aswell, as well as lots of opportunities for sharing,and working, turn-taking, listening to each other,and trying to communicate, and find different ways that we can

    • 03:50

      SHERYL BUNYARD [continued]: communicate, and help the children make senseof their world, and be happy within that.[INTERPOSING VOICES]What does Ksenia want?

    • 04:07

      STUDENT: I want honey.

    • 04:10

      SHERYL BUNYARD: Honey.Do you want waffle?What we provide in this environmentis a very structured environment,where they know and can feel confident about what they'redoing and what's going to happen next.And the strategies range from their individual timetablesto the class timetables to the workstation activities,

    • 04:30

      SHERYL BUNYARD [continued]: where they know they have a certain amount to complete,and then they will get something else as a rewardat the end of it.Where's the arrow?Good girl.Come on, then.Playtime.Come on, then.Oh, good lining up, class.

    • 04:51

      SHERYL BUNYARD [continued]: We've just introduced-- this is for Ksenia-- have introduceda type of communication book whereit's based on the Peck System.That she can remove and ask for things.We have literally just introduced it,but we are going to start working onwhether this she could ask or I want cake.

    • 05:14

      SHERYL BUNYARD [continued]: These symbols, because they represent things and arevery clear visual representation of the things that the childrenmay need or may be feeling.Another thing that the children struggle with enormouslyis being able to express how they feel.So we do try to introduce their emotions.

    • 05:36

      SHERYL BUNYARD [continued]: So they feel happy or sad?And we do use symbols to do that.But also, when we see them feeling happy or sad,we will tell them that, too.Are you OK?Yeah?Hayden, we have pancake.Would you like some pancake?

    • 05:52

      STUDENT: No.

    • 05:53

      SHERYL BUNYARD: No?Okey-dokey.The use of very clear, simple languagealso helps them to process information.And it's also giving them extra time to think, and thinkabout what's been said, and also think about what they mightbe able to say, or what they might want to communicate.Carla.

    • 06:13

      SHERYL BUNYARD [continued]: One more.Time out or circle time.What's your choice?Time out?Oh, no, circle time.Good choice.Good choice, Carla.Well done.The language we use is always, hopefully, positive.We try not to use the negative phrases.

    • 06:36

      SHERYL BUNYARD [continued]: So I wouldn't say, don't run.I would always say, let's walk to the hall.It's time to walk.Because the language and understanding is suchthat, actually, they will probablyhear the run rather than the don't run.And so they would probably run.So it's very careful use of languageso that they actually know what they have to do.

    • 07:00

      SHERYL BUNYARD [continued]: Jessica, Jessica has complex physical difficulties,but is learning how to use her eyesto communicate at the moment.Hence the reason why I've got the yes and no on.So at the moment, what we are working onis at developing yes and no.

    • 07:21

      SHERYL BUNYARD [continued]: Once those students have that ability to look at symbols,or look at colors, or no and yes,then they have a whole range of questionsand opportunities opened up to actually answer and givetheir opinion.Gingerbread man.

    • 07:41

      SHERYL BUNYARD [continued]: Yes, Casper?

    • 07:43

      STUDENT: What's going to happen?

    • 07:45


    • 07:49

      STUDENT: Let me out.

    • 07:51

      SHERYL BUNYARD: Oh, yes.Yes.Should we see?Yes.Good remembering.Good thinking.[INTERPOSING VOICES]So the gingerbread man.They find transition particularly difficult.And often saying goodbye is also a difficult one.

    • 08:12

      SHERYL BUNYARD [continued]: Or different the changes, coping with that.And changes include changes in staff,changes in friends who are here or not.And one of the things we have been using very successfullyis just a visual communication boardthat has the children's pictures on, photos on, sothat we can say who's here and who's not.

    • 08:34

      SHERYL BUNYARD [continued]: And that very quickly shows them who's here and who's not.And that's also worked really well with the staff members.We've had a member of staff who's been off long-term, threeor four weeks, and that would havecaused one of the students a lot of stress.However, using the visual system,he has coped really well with that.

    • 08:55

      SHERYL BUNYARD [continued]: We have another student, Ezekiel,who finds saying goodbye really difficult,particularly at the end of the day.So, again, we've supported that creativelyby using pictures of staff.And at the end of the day, he says goodbyeand moves the goodbye hand to that.And that just reassures him.

    • 09:16

      SHERYL BUNYARD [continued]: [INAUDIBLE] is waiting.

    • 09:18

      STUDENT: I want honey, please.

    • 09:20

      SHERYL BUNYARD: Good asking.Now, good waiting, [INAUDIBLE].Ksenia, waffle and honey.[INAUDIBLE]What does [INAUDIBLE] want?Children with autism find all sorts of things very difficultto cope with, sensory-wise.Smells, sounds, changes in light, as well

    • 09:45

      SHERYL BUNYARD [continued]: as how they are feeling within themselves,within the environment they are.So actually whether they can feel whether it's hot or cold.Whether they need things on their feet because it'scold outside.So all of those things are really very heightenedor very low in students, often, with autism.

    • 10:07

      SHERYL BUNYARD [continued]: We use ear protectors for different environmentsif we know they're going to be very loud or difficult for themto concentrate.[INAUDIBLE]The sensory session.We've lots of equipment.Again, very useful, because we havelots of children with a range of sensory needsthat need to have their sensory, their vestibular, and all

    • 10:31

      SHERYL BUNYARD [continued]: the other kinds of sensories met so that they can calm, but alsoget some of the energy that they havethat they're not quite sure how to deal with.Tell Mrs. Bunyard--

    • 10:42

      STUDENT: Go!

    • 10:43

      SHERYL BUNYARD: Steady.Oh, you picked too early.Ready, steady--

    • 10:48

      STUDENT: Go!

    • 10:50

      SHERYL BUNYARD: Oh, Mrs. Bunyard, here it comes.Oh, here it comes.It is the very small things that make a big difference.Ksenia, for example, was completelynonverbal before joining my class.And now she's verbal.She's using communication book really well.And it's just so lovely to see her confidence growing.

    • 11:14

      SHERYL BUNYARD [continued]: And it's just so nice to see that.They're making a step forward.

Severe and Multiple Needs

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Unique ID: bd-educ-inpr-smn-AA00617


Ifield School Teacher Sheryl Bunyard discusses the the wide range of children with complex physical needs, medical needs and communication difficulties. Bunyard explains classroom management, specialized language for teaching and adaptations for teaching children with disabilities.

Severe and Multiple Needs

Ifield School Teacher Sheryl Bunyard discusses the the wide range of children with complex physical needs, medical needs and communication difficulties. Bunyard explains classroom management, specialized language for teaching and adaptations for teaching children with disabilities.

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