Pupils with complex additional support needs: research into provision

Annex Two: Research toolkit for involving children and young people with complex additional support needs

Mini me activity

Activity introduction

In this activity, we are going to talk about what makes you feel happy and what you find helpful.

We would like you to make a mini version of yourself. This ‘mini me’ should represent you feeling at your happiest.

Stick your ‘mini me’ onto a piece of paper. Around your ‘mini me’ add all the things that make you feel happy and supported in school.

Activity plan

The activity will be adapted to suit the needs of the pupils. Outputs can be created through collage, drawing and writing, and conversations supported through the use of symbols, signing and other communication methods.

As pupils create their ‘mini me’ representations, the below prompt questions will be used to gain further understanding where appropriate.

Prompt questions

• When are you happiest? What helps you feel this way?
• What do you like about your school?
• Do you have friends at school? Do you have friends where you live?
• What support do you find helpful?
• Are there times when you don’t have the support you need?
• Is there anything that is meant to help you, but you don’t think it does?

Materials required

• Mini me templates;
• paper;
• pens;
• magazines;
• stickers.

Chalkboard conversations

Activity introduction

We are going to look at a range of pictures and talk about how these things make us feel. There is no right or wrong answer to anything we ask, we just want to learn what you think about things.

Activity plan

Pupils will be shown chalkboards with collages of images representing different topics including education, work, fun, having a say, relationships, and home. They will be asked about each of these topics including how they feel about them.

Responses will be captured on the boards using chalk pens by pupils or the researchers.

The activity will be adapted to suit the needs of the pupils. Responses can be provided through talking or writing, and conversations supported through the use of symbols, signing and other communication methods.

The below prompt questions will be used to gain further understanding where appropriate.

Prompt questions

• What’s your school/class like?
• What do you like about your school/class? What is the best thing about your school/class?
• What don’t you like about your school/class? Is there anything you would change?
• Do you feel supported at school? What support do you find the most helpful? Do you think you get enough support?
• What do you want to do when you leave school? What would help you achieve this?
• Do you want to work in the future? What would you like to do?
• What are your favourite things to do? Do you get to do these things often?
• What do you find fun? Do you have fun at school?
• Do you have a say in what you do at school? How do you have a say? (e.g. through picking subjects, pupil councils, etc)
• What relationships are important to you? Do you have friends at school? Do you have friends where you live?
• Where do you live? Do you live in the same place all the time? What do you like to do at home?
• Materials required:
  • Chalkboards with image collages;
  • chalk pens.

Observation, immersion and guided tours

Activity plan

Where possible, research activities in schools will be combined with:

• guided tours of the school/facilities led by pupils with complex additional support needs;
• classroom observations;
• school outings and trips.

Informal conversations with school staff and pupils will add to observations to build a picture of pupils’ experiences, the materials and resources used to support pupils, and any challenges in meeting pupils’ complex additional support needs.

Where appropriate school staff and pupils will be asked to show the researchers technology and Augmentative and Alternative Communication (AAC) tools used in the school.

The below prompt questions will be used to gain further understanding where appropriate.

Prompt questions

• What can you do with this tool/device?
• How does it help you/the pupil?
• Is there anything you would like to do with it but can’t? If so what stops you from being able to do this?
• How long have you had it?
• Do you/does the pupil take it home? Is it used at home as well as school?