Guidance - 17 Jul 2018 Gold AND Silver Member Only
This document discusses what differentiation is, how it fits in with the new curriculum and mastery teaching, and how high quality teaching may be differentiated, and looks at a range of differentiation strategies.
Understanding the eye care and vision needs of pupils with special educational needs and disabilities
Guidance, Information - 11 Jun 2018
12 Feb 2018 Gold AND Silver Member Only
Presented by Alison Wilcox, Head of Education, this webinar explores what we mean by 'social, emotional and mental health' and how schools can start to think about their approach to this area.
Other - 11 Jul 2017 Gold AND Silver Member Only
Schools have an important role to play in promoting social and emotional wellbeing and in responding to mental health difficulties in their pupils. Here are links to several tools which schools could use to support them in this work.
Guidance - 23 May 2017 Silver AND Gold Member Only
This resource has questions for school governors or trustees to ask their SENCO and other senior executive leaders about SEND.
Guidance - 03 Mar 2017
2E ('twice exceptional') children are those children with SEND who are also exceptionally able in a particular area; these children's needs are often not identified and met, which means that we may be missing out on their talents and potential. This article, originally published in 'Special' in September 2016, looks into this area in more detail, including nasen's links with Professor Stephen Hawking.
Guidance - 24 Feb 2017
Written by Jagdish Kaur Barn, an educational psychologist at FocusPsychology, the article discusses how schools might evaluate their current practice regarding mental health, and how they could begin to improve practices in order to promote positive mental health for their pupils. This article originally appeared in 'Special' in July 2016.
Guidance - 17 Feb 2017
Kristina Symons, Head of Learning Support, shares some top tips for supporting dyslexic learners through their A Level courses; these students can face particular challenges with the higher order skills these courses require. This article originally appeared in 'SecEd' in May 2016 and in 'Special' in November 2016.
Guidance - 10 Feb 2017
Kay Smith, an Area Senco, shares her experience of helping children with autism learn how to play. This article originally appeared in 'Special' in March 2016
Information - 19 Dec 2016 Gold AND Silver Member Only
The SEND Code of Practice (2015) identifies four broad areas of need which 'give an overview of the range of needs that should be planned for' (para 6.27, p.97). It is important not to use these as simplistic labels for children, but to help you inform your practice and any actions that may need to be taken. The aim of this summary is to give you a clear understanding of the areas in order to help you meet the varying needs of your pupils.