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.
Although it is now some time since the implementation of the SEND reforms, this presentation continues to offer useful advice and information to those working in the early years sector about how to plan for adulthood for young children.
This poster is an easy reference for teachers to understand young people's speech and language development from 11-18 years and supports them in identifying children who may have speech, language and communication needs.
This guide aims to:
- summarise the content of the SEND Code of Practice
- highlight key changes from earlier statutory guidance
- explore the implications of the Code for schools and settings
- signpost readers to case studies and other sources of information, advice and support.
Our resource is designed to support clinical commissioning groups (CCGs) and local authorities in England to effectively commission palliative care for children and young people aged 0–25. Produced as part of our Department for Education-funded special educational needs and disability (SEND) project, our resource also supports health and wellbeing boards to understand their role in the commissioning process.
Results of a study of outcomes for children with complex physical/learning needs through the MOVE Programme: demonstrating progress in functional mobility and associated improvements in cognition and learning that improves quality of life. The study explored how senior leaders in education, health and care provision can put research into practice for children with complex needs by developing functional mobility.sample of 200 children with complex needs from 18 SEN schools across in the UK.
This guide aims to:
- introduce school staff to the graduated approach to SEN support, with the child and family at its heart
- emphasise the role of class/subject teachers as teachers of all pupils, including those with special educational needs and/
- look in detail at each aspect of the Assess-Plan-Do-Review cycle
- explore ways of involving parents and carers throughout the support process