All schools have groups of students that do not fulfil their potential – the cause is often disengagement with the education system. Mike Randall, ASDAN’s Head of Curriculum Development, who has 20 years’ experience as a teacher, provides his top tips on motivating young people.
ASDAN has been supporting centres with their SEND provision for more than 20 years; providing appropriate courses for young people with barriers to learning is at the very heart of our organisation. This booklet provides information about ASDAN courses for SEND provision, including our Preparing for Adulthood programmes and Entry-level qualifications.
Nurture groups offer a short-term, inclusive, focused intervention to support children and young people's SEMH needs.
Nurture groups assess learning and social and emotional needs and give the necessary help to remove the barriers to learning.
Learn more about nurture groups in our new booklet.
Earlier this year, ASDAN commissioned SEND expert Richard Aird OBE to undertake the review with the aim of ensuring our provision is fit for purpose and future-proofed.
Richard has 30 years’ experience as headteacher of four special schools and has provided advice to the Department for Education (DfE), most notably as a member of the Rochford Review (2016) and the Review of Teachers’ Standards (2011).
For the past two years, we have self-funded and ran our own ASD inclusion HUB. This is open during the afternoon, whereby children (either diagnosed, on the pathway to diagnosis, or on the school ‘radar’) are taught in an environment which focuses on their social, emotional and communication needs.
On Tuesday 5th June 2018, at the Houses of Parliament, Auditory Verbal UK launched new research which demonstrated the effectiveness of Auditory Verbal therapy. The paper had a particular focus on deaf children with additional needs. Of the children who had needs in addition to their hearing loss, half achieved age-appropriate language. On average, the children with, and those without additional needs, both doubled their rate of language development.
We use ‘Chatty Maths’ with our younger classes in school. This works well as an inclusive starter to the day as children can contribute at their own level. Initially the EYFS children were asked what maths they had come across before school.