As a teacher, enabling all children to achieve their potential at school is your goal. But the number of children with additional needs is rising and it can be difficult to know how to support students with lesser known conditions such as dyspraxia. The consequences of not recognising and supporting children with dyspraxia are, however, serious and long lasting.
Katherine Walsh, EEF Whole School SEND Project Director and Regional SEND Leader for South Central England and Northwest London, introduces the Education Endowment Foundation’s evaluation of Whole School SEND Review trial.
Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance
When it comes to the strategic leadership of SEND, understanding your cohort is key. As a SENCO or class teacher this is likely to be via deep insight into the school’s SEND pupils (and their families) but there are times when this information needs to be at a higher level and using data effectively is a good way to do this.
Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.