Difference and disability in schools: Participation or isolation? The D of SEND can risk passing unnoticed under the radar. A new guide sets out the legal duties that schools must meet when it comes to supporting disabled students. Its author Philippa Stobbs offers four vital considerations for teachers and schools
Covid recovery: When the SENCO knows best Communication and language skills have taken a hit during Covid, but techniques to support children with SEN can also improve outcomes for mainstream learners. Victoria Annan describes three interventions in particular
Inclusion is a verb: Belonging and schools Inclusion boils down to belonging, but how can we ensure that children from a diverse range of backgrounds and with diverse needs feel that they belong in their schools and classrooms? Daniel Sobel offers some tips, reflections – and a checklist!
Practical strategies for building self-esteem in pupils with ADHD Children with ADHD will hear thousands more negative messages while at school than their peers, making self-esteem and poor self-image a huge challenge. Dr Pooky Knightsmith considers how to better support ADHD pupils
Supporting SEN students: Lessons from a career in special needs education Colin May’s years of experience working with children with SEN led to him winning the Nasen Award for SEN Leader of the Year. In this article, he gives his advice to teachers working with special needs students
SEND & inclusion: An award-winning approach Whitefield Primary School won the Award for Primary Provision at the Nasen Awards. SENCO Marie Beale gives us an insight into life in a school where supporting students with SEND is a priority, and explains the key tenets of their practice
Inclusion: How to plan lessons with your teaching assistant How can we work and plan with teaching assistants to support inclusion and learning for SEN and other pupils throughout the lesson? Sara Alston offers some pointers
The tip of the iceberg: SEND, masking and multiple needs Children can often mask their special and other educational needs. At the same time, schools can struggle to support those with multiple needs and vulnerabilities, often focusing only on the ‘visible’ tip of the iceberg. Sara Alston discusses
Neurodivergent pupils: 10 strategies for schools How best can we support neurodivergent children during these uncertain times? Dr Pooky Knightsmith offers 10 simple strategies for schools
SEND & safeguarding: Effective practice The increased vulnerabilities of children with SEND mean that safeguarding must remain a constant focus for all school staff. Sara Alston advises
How can we radically shift the way we 'do' SEN? In part three of his series focusing on the state of our SEN system, inclusion expert Daniel Sobel looks at the problems of silos of working, asks what would happen if we collaborated more effectively, and offers schools some ideas for making this happen
SENCO workload: Identifying barriers and finding solutions There are far more pupils who desperately need the expertise of the SENCO than the SENCO can realistically support according to on-going workforce research. Co-author Hannah Moloney responds to the findings
Three principles for an inclusive school environment Ensuring an inclusive school environment which supports every pupil to be their best is a priority for school leader Bavaani Nanthabalan. She discusses three core principles for achieving this
Making Sports Day fun for all pupils, including those with SEN Sports Day can be a daunting experience for some students with SEN. Specialist Jemma Ive offers some tips and ideas for races and activities that will ensure an inclusive event and fun for all pupils
Effective SEND provision: Four key leadership roles SEND provision in a school is everyone’s responsibility, including senior leaders and governors. Professor Adam Boddison outlines four key areas where effective leadership is crucial for effective SEND provision
What if we focused on the strengths of our SEN students? In part two of his series focusing on the state of our SEN system, Daniel Sobel asks what would happen if we shifted our mindset and attitude – from thinking of the barriers of SEN to considering the strengths and skills that SEN can give students
At risk of dropping out? How to turnaround a disconnected young person We all understand the importance of re-engaging with disaffected students and those at risk of dropping out, but this is often easier said than done. Mark Goodwin – who does this for a living – offers his advice and a ‘turnaround checklist’
SEND & Covid: Supporting students in the months to come The return to school last month may have been particularly challenging for our students with SEND. Garry Freeman reminds us of the basic principles of supporting students’ underlying needs – which will be more crucial than ever in the months to come
Full school re-opening: Supporting SEND pupils As schools re-open to all students, those with SEND may well need more support. Stephanie Glenister outlines how we can help pupils – both those who have been attending school during lockdown and those who have been at home – to transition back into ‘normal’ school life
Supporting autistic children to return to school post-lockdown The return to school after lockdown 3.0 could be challenging for students with autism. Drawing on experiences and lessons learned from the first national lockdown, Dr Pooky Knightsmith advises on how we can best support them
SENCOs under siege The Covid-19 pandemic has heaped much more pressure on an already stretched SEND system. In part one of a new series on the state of our SEND system, Daniel Sobel considers the key problems and outlines how we must move forward...
SEN: Getting the last five minutes of your lesson right The last five minutes of any lesson is vital if we are to avoid disengaged students, sensory overload, and anxiety – especially for those with SEN. Sara Alston advises
Remote education: Supporting learners with SEND (and their families) Reports from Ofsted and the National SENCO Workforce team have raised concerns about how SEND pupils are faring during remote education. Dr Helen Curran explores the findings and offers her tips and strategies for supporting those with SEND during Covid-19 and beyond
Developmental Language Disorder in the mainstream classroom What is Developmental Language Disorder and how can mainstream teachers support students with the condition in lessons? Sue Marr advises
Moving beyond the label: Needs not diagnosis... For many parents and too many professionals, the diagnosis is seen as a magic answer and the solution to a child’s difficulties – but it is not. Sara Alston discusses the risks involving diagnostic labels and looks at how we must provide SEN support based on need 1 comment
