There are many different approaches and methods used to support individual learning needs, for the purpose of this analysis we will be considering the advantages and disadvantages of the previously discussed Pictorial Exchange System (PECS) and Teaching Assistant Devised Numeracy Support. We will analyse the overall effectiveness of each method in supporting individual learning under the following categories individualism, audience, economy, implementation and enforcement, transferability and skills promotion. The first method we will consider is the PECS programme:
Individualism.
The system is a very simple programme that can be easily adapted to suit the individual learning needs of the pupil; a simplistic PECS system may be used to obtain required items and this may be developed alongside the individual progress of the child to aid more simple sentence construction and the completion of more complex tasks such as taking a bath. A Teacher’s or Teaching Assistant’s artistic skills can be drawn upon to increase the individual nature of this programme.
The focus on the individual with the PECS programme fully supports the individual learning needs of pupils, however the effectiveness of doing so relies heavily upon the availability and competence of teaching staff, being easily reduced by poor staffing levels and incompetence will reduce the effectiveness of the system.
Audience
PECS is supportive of a wide range of individual learning needs and it’s potential audience is vast. It benefits children and adults with communication problems due to learning difficulties such as autism or aspergers, deaf children that would otherwise have to rely upon peers and teaching staff knowing sign will also be able to communicate through the ‘universal language’ of this system helping to breakdown barriers enabling communication to a much wider range. Equally those who experience language difficulties of having English as an additional language (EAL) will also benefit greatly from this system as it can used to support and reinforce current teaching and communication exchanges.
Teachers also often use the system to support daily routines and timetables, even if they do not have pupils with specific communication difficulties, for example, a Reception Teacher will experience a great benefit in using a pictorial system to outline the day’s activities.
Arguable the only limitation with PECS and the audience in which it appeals is determined by the effectiveness of the person(s) participating in the system. Poor implementation may result in mixed communication and confusion and an unwillingness to be involved, with individual learning needs not being effectively met.
Economy
The ‘tools’ required for the implementation of PECS are low in terms of monetary outlay as pictorial cards can be personally created or downloaded from suitable websites at limited expense. Expenses arise however from staff training, ideally staff will receive formal training on PECS but school budgets may not always be able to accommodate this. Also, the initial phase of PECS ideally requires two people per child in order to maximise the effectiveness and fully support their individual learning needs.
Implementation/enforcement
The system is very effective and in it’s most simplistic terms, easy to implement and monitor. As extensive picture recognition and symbolic understanding are not required prior to the starting of the system (they develop as the system progresses), the implementation of PECS is not hindered by long drawn out revision sessions. Enforcement of the system tends to be easy as the pupil with communication difficulties responds well to the behaviourist nature of the programme and it’s immediate rewards, similarly the communicative partners respond well.
The inception and enforcement process sounds very simplistic to follow but in practice difficulties arise, essentially there are six defined stages that should be followed for the system to reach it’s potential. Errors may arise in practice and the development of the individual child with learning difficulties may be affected. It is also essential that the teaching and learning environment has to be consistent if the PECS system is to achieve maximum effectiveness.
Transferability
For a system to be effective it is vital it is portable between environments, the PECS programme is certainly recognised as being transferable between home, school and the wider community and this is indeed a major strength. As well as being commutable between environments it is also able to progress with the development of the individual child by assisting a child without speech to communicate, progressing to help a child with verbal skills. It can be used effectively throughout education and into adulthood if necessary meeting the child’s individual learning needs at each stage of development.
The ease of transferability obviously depends upon all environments cooperating in the system, whilst educational settings can be safely assumed to welcome the PECS programme, home settings and the wider community may not be so accommodating and obstacles may arise in supporting individual learning needs.
Skills promotion
PECS is instrumental in developing a child’s communication skills, with skill levels increasing as you progress through the six phases. Improved communication also reduces the level of anxiety and frustration typically experienced by a child with communicative difficulties, in turn improving a child’s general functioning ability. The system also helps to promote independent academic and social skills.
Critics of the system believe it hinders verbal speech however research shows that pupils have begun to develop speech whilst working with the PECS programme.
The second area of support we will consider is TA Devised Numeracy Support (TADNS):
Individualism
TADNS is a highly individualised support programme with each exercise designed with specific individuals in mind e.g. ‘Doubling Bingo’ was created especially to compliment the childrens' strength in times table fact recall whilst addressing her weaker area of doubling [email for full details].
The flexible nature of the support enables development of programmes alongside the development of the child, as the skills of the child develop the emphasis of the support can change in order to address further areas of strength and weakness. The artistic skills of the Teacher and/or Teaching Assistant are paramount in creating aesthetically appealing exercises suitable to meet the needs of the individual child.
As support is focused, competence levels improve usually within a short period of time, this benefit also creates a disadvantage in that each game has a relatively short shelf life for the child(ren) it was created for. It relies upon the individual to continually create further resources which as previously noted, is time consuming.
Audience
A wide range of individual learning needs can be met due to the flexibility of the support, the potential audience for TADNS is unlimited and can benefit children of all ages and ability levels ranging from general learning difficulties to the gifted and talented. Resources are very visual and clear step by step instructions are provided, both of these characteristics will assist children with special educational needs such as autism and aspergers in participating.
The support can be provided to individuals, small groups or whole class environments. The drawback with this support is that the larger the number involved in playing the larger amount of time is needed to prepare adequate resources, taking up inappropriate amounts of the Teaching Assistant’s time.
Economy
The games used to support the TADNS programme are very cost effective to produce in terms of materials, easily sourced from the classroom or internet (ref: www.primaryresources.co.uk). Very little is required in terms of staff training as all games are written with clear instructions. Children can initiate and play the games without adult assistance so additional staffing levels are not required. However, as detailed in previous sections, games are time consuming to create so the consideration of labour costs is necessary.
Implementation/Enforcement
The TADNS games are designed to be user friendly by children, each with a clear set of instructions that children can easily follow without the necessary intervention of an adult. Implementation is straightforward and upon initial instruction from the Teaching Assistant children will be able to self start and carry out the sessions independently, although a distant overview from an adult is recommended to notice progress levels.
The sessions are designed to compliment classroom teaching and often take place during main teaching sessions, difficulties arise however if children need additional support in past topics (as in often the case) and children are taken out of class for additional sessions. This may have the detrimental effect of causing them to fall behind in other areas of numeracy.
Transferability
The TADNS is easily commutable and can be effectively played within school or at home. Realistically, the games themselves will not be taken out and used in the wider community but of course the acquired skills of addition and subtraction and so on will be. The games are fundamentally created to meet the individual learning needs of pupils and by their very nature enable them to progress along with the individual(s) through all areas, levels and ages of schooling. Whilst in theory TADNS tasks can be adapted to support the individual learning needs of pupils throughout schooling, in reality it is most suitable for children of primary school age.
Skills Promotion.
TADNS helps to develop a wide range of numeracy skills and can essentially cover every area of numeracy dictated by the individual learning needs of the pupil. In addition TADNS helps to develop invaluable skills of teamwork as games typically require a minimum of two to play, an ability to follow multi- part instructions, self initiation and independent problem solving, communication and social skills.
In conclusion, there are many ways of supporting the individual learning needs of the pupil. We have analysed predominantly two forms of support namely PECS and TADNS and in outlining the benefits of each system, both are arguably as effective as each other. The particular strength of PECS is the ‘universal language’ which facilitates participation by a wide audience. With this system, an increased audience does not necessarily create the need for the time consuming preparation of additional resources, so progress is rarely hindered. Additional resources may however be an area of weakness for the TADNS as indeed new resources are constantly required in order to keep in line with the progress of the child. The progression of the tasks alongside progression of the child’s ability is however one of the main strengths of support and it is important therefore to try to manage time effectively to enable the continual recreation of tasks.
Upon reflection of the benefits of these methods, it would be short sighted to choose one method as both provide equally invaluable ways of supporting individual learning needs. The methods can be used separately or can indeed work together well as the processes compliment each other. In applying the methods it is of vital importance when considering support for individual learning needs you fully understand the individual learning needs of the pupil(s) concerned so that you can facilitate the most appropriate support and maximise learning potentials.
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