LINK to original presentation:
https://www.youtube.com/watch?v=MQI59wOl5nM&feature=youtu.be
The School Participation Questionnaire
The School
Participation
Questionnaire
Dr Donald Maciver
School of Health Sciences, Queen Margaret University,
Social
Media
Twitter: @CIRCLECollabor1 - #INCLUSION www.thirdspace.scot/circle/
NAIT
Learning objectives
By the end of this session you will have
1. An understanding of the importance of participation as an outcome for inclusion in the context of a primary school
2. An understanding that the SPQ as a useful tool for
measuring participation related factors in primary school 3. An understanding of how SPQ scores provide an
Plan for today
• Inclusive practice • CIRCLE• Why focus on participation and how to define participation?
• How did the SPQ get developed?
• The final SPQ – what it looks like and how to use it?
https://www.thirdspace.scot/circle
• Population? Additional support needs • Age? Primary (aprox. 5-12Y)
• Users? Classroom teachers (and others) • Trigger? Concern about participation or
inclusion
How do we create a culture that is supportive and inclusive for all children and young people?
We have a single curriculum for all learners
Presumption of mainstreaming
Inclusive
Additional Support Needs
Primary schools all local authorities Scotland 2009-2019
2009 2011 2013 2015 2017 2019
Total school roll 367,146 366,429 377,382 391,148 400,312 398,794
Total pupils
with any ASN 19,881 50,985 69,513 79,839 94,125 107,635 Percentage of
school roll 5.4 13.9 18.4 20.4 23.5 27.0
There will be 3-5 learners with one or more with one or more additional support need in EVERY class in EVERY school Scotland.
Inclusive
CIRCLE
Key ideas
• Environment first
• Create ‘working hypothesis’ about learner
• Identify ‘first level’ adaptations (environment first)
“Participation does not only refer to school work, homework and involvement in subjects which may pose challenges for individual children and young people. Participation is also about addressing involvement in the wider school and local community; it is about feeling included as a peer, forming firm relationships and friendships and developing the skills for
lifelong learning and success. Participation is full involvement in the life of the school through events, trips, school plays,
sports and community events; it is about finding an avenue for children and young people to contribute and feel that their
Understanding
participation
World Health Organization: Participation is involvement in a life
situation
School participation: everything that children do in school
School events, trips, teams, clubs, relationships.
• Frequency? • Involvement?
Classroom activities
e.g., group work, discussions, in-class work
• Frequency? • Involvement?
Special roles at school
e.g., lunch helper, peer mentor
• Frequency? • Involvement?
Field trips and school events
e.g., going to a museum, concert, play
• Frequency? • Involvement?
School teams, clubs and organisations
e.g., groups, clubs, teams
• Frequency? • Involvement?
Getting together with peers
e.g., hanging out, breaks, play
Anaby, D., et al 2014. Archives of physical medicine and rehabilitation, 95(5), pp.908-917.
Background
• Participation can be understood in terms of how much, how often and what activities the learner does.
• But – knowing a child is participating less or poorly does not tell us what the source of the problem is or how to help.
• Environmental and Child factors - supports or barriers? • How can Environment and Child factors be measured?
o Academic research team o International collaborators
o Practitioners from education and health
• Realist systematic literature review, screening of 1828 papers and inclusion of 72 papers
• Develop school participation theory
• Guidance on development of complex interventions • What factors determine successful participation in
primary aged children with additional support needs in school?
Study 1:
4 schools, 42 teachers, 101 children - pilot, major changes
Study 2:
6 schools, 67 teachers, 187 children - minor changes
Study 3:
22 schools, 252 teachers, 688 children - final version
Evidence base
• Good interrater reliability:
• 2x teachers - Range = .7 to .9 • Good test retest reliability:
• 3-week - Range = .6 to .8
• Good item reliability/consistency:
• Cronbach’s alpha Range = .7 to .9
• Identifies children with more complex ASNs:
• ASD and Support Level • Construct validity:
• Link to preexisting tool
Scores
• Scores produced for each of the four sections
• Look for patterns of scores and individual questions scoring high/low
• Follow up by the teacher as soon as possible in case any concerns have been highlighted
Use in
practice
‘Environment’
• Review of 19 questions:
‘Environment’
• Focus supports and strategies on:
• Teacher, child, additional teachers and/or allied health professionals, and family assessment and participation focused goal setting
Use in
practice
‘Being’
• Review of 9 questions:
‘Being’
• Focus supports and strategies on
• What does the learner feel and think?
• Learners self-perceptions, sense of competence • Values, interests, personality, motivations
• Feelings and perceptions around inclusion in school community, roles, habits, responsibilities, routines
• Participating in activities that provide a sense of ability, control, satisfaction, and fulfillment
• Participation focused targets/goals
Use in
practice
‘Doing’
• Review of 11 questions:
‘Doing’
• Focus supports and strategies on
• Making choices, pursuing interests, acting on values • Encouragement and feedback
• Encouraging persistence and problem solving • Analysis of roles, provide new roles, extend roles
• Meeting habit & routine expectations, new routines, new habits
• Organisation & planning, Motor skills, Communication skills
‘Experience of body and mind’
• Review of 5 questions:
• What are the scores and patterns?
‘Experience of mind and body’
• Focus supports and strategies on:
• Participation focused targets/goals from SPQ
• Assessment and systems that identify and facilitate participation for children experiencing
• Pain, tiredness/fatigue
• Mental health, anxiety, low mood
• Taking a break, mindfulness, controlled breathing, planning, preparation and goal setting
• Behaviour represents indirect message, e.g. outward behaviour = internal experiences
Uses in practice - start small with 1 learner
Download SPQ Complete with learner ‘Working hypothesis’ about situation Being? Doing? Exp mind/body? Environment? Use observations to write targets Select supports and strategies Review and seekout extra support if
School
leaders
• Staff reflection and self-evaluation
• Collaborative tool – SFL and partner services • Planning and review for participation concerns • Group scores, e.g.
• For each scale by class, or for any other group • Scores @ 1-2 (indicating needs)
• % of environment @ “4” (high expectations) • Repeat as required
• Subtle test of teacher and school performance (not only the environment scale)
Summary
• The SPQ is a structured scale of participation-related indicators
• Fast child and classroom assessment • Under 10 minutes per child to
complete
• Multidimensional assessment allows identification of a profile for goal
setting/support.
Rationale
• Along with Literacy and Numeracy, Health & Wellbeing is the
responsibility of all practitioners It is important that schools have a clear understanding of the Health and Wellbeing needs of their
pupils in order that they can plan and provide or facilitate appropriate support. It is also vital that the supports and
interventions are evaluated to ensure continuous improvement and contribute to the school’s ability to get it ‘right’ for every child.
• Whilst monitoring progress in Literacy and Numeracy is generally recognised as being essential in improving standards, it is also important to track and monitor Health & Wellbeing. This was identified in the PSE Review 2018 and was included as one of the recommendations to be taken forward:
‘Scottish Government and Education Scotland will work with practitioners to produce advice and guidance on approaches to
monitoring young people’s progression in HWB/ PSE, linked with the wellbeing indicators and the HWB experiences and outcomes and
Personal and Social Education benchmarks.’ PSE Review January 2019
The complex world of HWB
Subjects Responsibility of All Food and Health
Physical Education
Personal and Social Education
HWB/Personal and Social Education is a specific timetabled subject which covers aspects of:
• planning for choices and changes
• substance misuse
• relationships, sexual health and parenthood
• aspects of physical activity, sport and health (2-4th level
Progressive learning
Next steps in learning Evaluating progress
How is progress in wellbeing currently
being evaluated?
HWB Census
Leuven’s Scale : used to measure outcomes as part of an implementation science approach. Western Isles was using it, and EPS recommend it.
Clacks : Adapted Leuven’s scale
https://www.earlylearninghq.org.uk/earlylearninghq-blog/the-leuven-well-being-and-involvement-scales/
Used an indication of well-being and engagement. This is aligned to a Pupil Attainment Tracker so that they can evaluate the impact of targeted
interventions on not only wellbeing but attainment, attendance and behaviour. Highland : Nurture Tracker
Wellbeing webs Girvan Academy
SHINE Online mental health survey
