‘I’m fine’ said the child, although the map was too small
The easy easier approach. How often do you take the answer ‘I’m fine’ from a child when you ask ‘Can you see the map? Can you hear the question? Do you understand what to do?’
How easy do you think it is for a child to say out loud if they can’t see, hear, or understand? Reacting to something taking place in class, without feeling anxious or different.
I am also often asked, “Can we measure the progress of the unique and individual skills of a child with SEND?”
As professionals you teach/contribute to the academic progress of the child. But how do you measure the success of your interventions? More importantly, how does the child measure their own progress and success at the same time?
The Easy-Easier (TM) communication approach supports you. To listen to the voice of the child via a structured system. Enabling children to measure their own success. Supporting self-esteem and positive emotional well-being.
Easy-Easier Approach for the child
We frame the activity using positive language. Breaking it down into small parts. It can make a significant difference to their understanding of situation and progress. Positive Eye has created the ‘Easy-Easier Posting Box™’. This is a positive solution. Giving the child a voice. Offering a clear and easy way for them to measure and to be aware of their own success and progress. I have used this box with very positive results with many children. I receive positive feedback from practitioners using it on a regular basis. There is no age limit attached to its use.
For the professional
Use the Easy-Easier Posting Box™ and identify aspects they would like to find easier. These become the targets for intervention. The professional with the child/young person can create an action plan. Assessing the extent of further input required. We use a simple system of four stages from 1 – 4 to do this. Plot the results on a target map, join the dots and a ‘simple picture’ illustrates where the child is at. An equally simple graph enables you to plot the baseline results.
You can then plan and deliver specific interventions to support the learner. Progress is then reviewed three times, or as often as needed during the year. Each time a simple target map illustrates progress. Another simple graph summarises this. A final graph summarises progress over the year/period of time.
Back to the child
In the meantime, you deliver interventions, them make progress. The child decides when to post their tickets back in the ‘easy’ side of the posting box. A concrete recognition of their own success and progress. The key is it is the child’s decision when to post the ticket, not when you think they are ready!
You have a simple method of parallel progress measuring. Embedded within a positive approach. Supportive of the child’s positive self-esteem and well-being.
The system is quick to use, is child centred, gives them a voice and the recording system is quick to complete. It’s simple, powerful and user friendly and puts the child at the heart of the process.
This is an extract from a letter I recently received from a teacher of VI from Scotland
“We’ve been using the Easy-Easier posting box with a range of children. From Primary right through to Secondary age. I just had an Inspection in a school I work in with two children who have visual impairments. The Inspectors liked the children setting their own targets and identifying their strengths. Plus, areas for development in a positive way! They commented that the clear way of showing progress was encouraging for children.’