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Our November edition celebrates our 30th anniversary and reflects on the major developments in the SEND community. Also Mandy Wilding, our Education Officer, provides a detailed update on the Early Years SENCO Award Project.
If you are asked to describe your teacher identity, you may find this difficult to articulate. However, if someone asks you what you think is important to the role of a teacher, you would probably be able to give an answer without too much delay.
A case study about supporting Hannah to work independently.
This slide deck can be used by ITT Providers with their teams of ITE Tutors and school mentors to show how adopting a permeated curriculum approach to teaching about special educational needs as part of ITT is needed.
Supporting a child to recognise the aspect of a task that they don’t know, but which would make a difference to them moving forward, is an important first step.
This presentation aims to model the process of taking the initial steps in recognising that a child is struggling, and includes exemplary mentor guidance on how you identify the learners you plan to focus on in your classroom: those with additional needs.
Enabling Maire to engage in individual and social learning in English and across the curriculum.
Sustaining engagement and challenge for Rashid.
Building stamina for learning.
Exploring readiness to learn.
Supporting engagement and social development.
Despite working in inclusion for years, it’s still easy to assume a shared understanding of the term, thinking that people know what we mean when we talk about it, but surprising how often these assumptions are misjudged.
Why we should reconsider our strategies beyond a child’s diagnosis and plan our support based on their actual relative strengths and challenges.
An important session to support trainees to better understand their own learning needs, known and previously unknown, as well as advice on seeking support to teach whilst appropriately managing a disability.
What is the teacher's role in adopting a graduated approach?
The importance of creating an inclusive environment that enables all learners to access the lesson and progress towards their individual learning targets.
Our in-role expertise is not fixed, but develops as we learn and reflect.
The language we communicate through our words and our actions is a beacon for the learners we teach.
Are we training teachers to develop ‘routine expertise’ or adaptive expertise?
What is noticing and why is it important?