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.
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.
Around 1% of school population could be on the autism spectrum. On the basis of this there is a high likelihood that there would be at least one child on the autism spectrum in a school or early years setting at any given time. It has been reported that some families find it difficult to access services for themselves and their children on the autism spectrum. It is the role of the professional to reach out to these families so that they have equal access to the services that are available.
A breakthrough communication game for young people who use signing to support their communication. The superhero ‘Boris’ guides users through games that introduce new signs, in vocational contexts in which they might be used and allows students to practice and improve their ability to make the sign correctly using the sign recognition system helping them focus on improving their signing vocabulary and the clarity of their signing.
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.