Free online guidance to equip professionals in Local Authorities, schools, colleges and settings to deliver good practice in line with the Special Educational Needs Reforms, particularly for children and young people with literacy difficulties, specific learning difficulties and dyslexia. The guidance includes information on: Effective Practice, School Funding Reforms, Graduated Approach and the Local Offer.
A guide for professionals and parents, with chapters covering speech therapy, psychology, music therapy and education and communication. It includes helpful information on the various treatment and therapeutic options with illustrative case studies.
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.
We recognize that pupils need both social outcomes and academic outcomes to lead as independent as lives as possible. As a school for pupils with a diagnosis of Autism, we have chosen School-Wide Positive Behaviour Support (SW-PBS) as a framework to prioritise teaching core social outcomes and alternatives to behaviours that could be challenging to mainstream settings.
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.