An essay focusing on inclusive practice throughout history, the 2014/15 SEND code of practice and a focus on ADHD towards the end. Undertaken during my 2nd year of ITT course at Birmingham City University (2015).
To improve outcomes for our children with SEMH we have a pastoral team and learning mentors who work closely with our SENCo to offer social groups, 1:1 support, lunchtime and unstructured time provision and in-class support for our children.
For many years Harrington nursery school has been recognised by the local authority as an outstanding provider for children with additional needs. We are a mainstream nursery that puts the children at the heart of everything we do.
This lesson plan has been adapted to support pupils with SEND to learn about Guy Fawkes and the origins of Bonfire Night in Parliament. The plan outlines the activities and learning outcomes supported by our other Guy Fawkes resources, also hosted on the SEND Gateway and at www.parliament.uk/teach.
ASDAN’s educational principles underpin all of our courses, which are designed to address barriers to learning by: building belief; engaging and motivating learners; promoting young people’s progress and achievement; inspiring creativity; and releasing potential. To celebrate the launch of our refreshed educational principles, we are giving away five free resources; the resources are linked to the Certificate of Personal Effectiveness (CoPE) qualification and the Bronze, Silver, Gold programmes.
Created for foster parents/carers of looked after children and those who run training sessions for this group. These webinars are designed to increase your knowledge of neurodiversity and specific learning differences (SpLD), showing how to identify, support, and boost the life chances of children and young people with a range of SEN.
Supporting materials are available.
The British Dyslexia Association presents a dyslex.io: Dyslexia teaching points video on creating a dyslexia friendly teaching environment.
Sally Leach explains how having the right resources in a dyslexia friendly environment can improve the learning experience for the dyslexic learner and can be as important as the teaching techniques themselves.
This lesson plan has been adapted to support pupils with SEND to get them thinking about why asking questions is important. The plan outlines the activities and learning outcomes supported by our other Asking Questions resources, also hosted on the SEND Gateway and at www.parliament.uk/teach.