Inclusion



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




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



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


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...





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






An easier way: The nine Rs of differentiation

In writing their new book on differentiation, Daniel Sobel and Sara Alston drew on expert advice to create a list of easy and quick things that would result in real differentiation for most children. The best news of all, they all begin with R...


Language difficulties: Assessment and action

Given the importance of language skills, the assessment of difficulties early on is vital. SENCO Nicky Parrott discusses her schools’ approach to spotting problems and some of their interventions to improve outcomes


Differentiation: Time to rethink our approach?

Differentiation for pupils, including those with SEN, is important – but it does not have to be all-consuming for the teacher. Daniel Sobel and Sara Alston discuss some simple adjustments to our thinking and teaching


SEND: Engaging with your parents

In the last of three articles on parental engagement, Dorothy Lepkowska looks at SEND – an issue where effective and open collaboration and communication between parents and schools is vital


Attachment and SEMH: Supporting our children

Pikemere School has been working to prioritise issues of Attachment as well as social, emotional and mental health challenges. Emma Lee-Potter explains how the school trains its staff and supports pupils


Observing vulnerable students during lessons

For teachers with challenging or vulnerable students in their lessons, observations can become all the more stressful. Daniel Sobel looks at how we must observe the pupils in question and not the teachers...


Creating and promoting a climate of inclusion

Pupils who are labelled as naughty children almost always have underlying complex needs ranging from Attachment difficulties to undiagnosed conditions such as autism or ADHD. Exclusion is the last thing that these children need, but what can we do to avoid taking this step? Jackie Ward advises

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