To ease my own workload and ensure I have regular contact with parents, I set up a half termly SEND clinic. Appointments are 20 minutes and parents provide the reason for the meeting in advance which allows me to prepare a clear and concise response. Out of this, we have now set up access arrangement clinics which are also proving to be successful/popular.
Our implementation of the Language Land programme is informed by our speech therapist led by a speech and language specialist teaching assistant to small groups in our Kindergarten, Nursery, Reception, Yr. 1 and Yr.2.
Many children and adults suffer from visual discomfort when reading. This can affect reading fluency, concentration and comprehension and can cause rapid fatigue. This Visual Stress can cause symptoms such as movement of print, rivers running through the print and headaches/eyestrain.
Visual stress is found to exist in many conditions including:
This guidance aims to support early years providers, schools and further education to continue improving their approaches to professional learning in order to maximise the benefit to staff, the children and young people with special educational needs and disabilities they teach.
The guidance exemplifies the role of the SENCO as provider or facilitator of CPD for SEN while offering advice on how nasen can support the CPD process, with an emphasis on collaborative learning.
Our nursery is in a challenging area in the centre of Leicester and we have lots of children with special needs. We are setting up a room designed for small group teaching, to help meet the needs of some of our children; they will benefit from an uncluttered environment, with visual support and sensory activities. The children will spend a short period each day in the room, working on developing their play and communication skills, away from the noise and bustle of the main nursery.
This briefing note is specifically targeted at persons in charge of relevant youth secure accommodation to provide them with an overview of the new legal framework in preparation of it's implementation from April 2015.
To celebrate Playday 2013, KIDS wanted to examine how inclusive play for disabled children has progressed over the past two years.
A survey of over 900 people working across play and leisure provision and disability services in England, found that although attitudes towards including disabled children and young people in mainstream activities has improved, most providers still do not have the resources or support needed to deliver good quality inclusion.
A staff meeting took place to raise awareness of dyslexia amongst staff. The session also included supporting staff with understanding other areas which can affect learners, such as working memory. Ideas to support pupils with dyslexia or dyslexic tendencies were also discussed.