Guidance as to when P scales should be reported, Level descriptors for performance levels 1 – 8 and guidance on how to improve provision for pupils with special educational needs and/or disabilities and learning difficulties, who are working below level 1 of the National Curriculum.
This book is aimed at anyone providing a service to children under five and their families such as local authorities, children’s centres and children’s groups. It ensures best practice in supporting young children’s speech, language and communication development by helping practitioners and organisations to reflect on their practice and to measure outcomes.
The re-development of provision for learners who have high needs/SEN has been highly successful in the last few years with over 180 full time high needs learners each year. The introduction of work placements and greater independence training have provided young people attending the College with opportunities to ensure successful progression into adulthood.
This report presents the findings from stage two of the evaluation of the Special Educational Needs and Disability (SEN and Disability) Pathfinder Programme commissioned by the Department for Education in September 2011.
In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
This example offers a tried and tested way of planning and teaching RE for pupils with special needs. It addresses many of the concerns expressed by teachers of RE in special schools, about how best to create an approach to RE which meets these pupils’ distinctive needs and values their personal experiences.
The Fish in the Tree Report shows the importance of teacher training in literacy and for those children with literacy difficulties, particularly dyslexia. This evidence shows that 84% of teachers told us that it was very important to be train in this area. However 35% of teachers spent less than a day of their courses on supporting children who struggle with literacy difficulties. Further just 18% were offered extra training on SEN, with 69% spending less than a day on dyslexia training.
This document provides a detailed framework for good practice in the provision of SEND Information, Advice and Support Services.
The document can be used by local authorities, IAS Services, other local support services, children, young people and parents/carers in order to clarify expectations and to determine whether local IAS Services meet good practice or not.
I CAN Talk 8 highlights the need to improve the communication skills of young people to help them find and retain jobs. These ‘soft skills’ are more important now than ever as the coalition government outline public spending cuts and the job market contracts.