How do we know whether normal individual ariation and differing speeds of maturation are masking a special need? Sal McKeown reports on an important new study
Are we getting Education,
Health and Care Plans right?
Agencies are still failing to act as integrated teams providing coherent plans. Penny Barratt suggests a way forward.
Children as young as six can write off maths as a subject they dislike and just can’t do. Louise Matthews writes about an intervention which is designed to recover the subject for these children.
Young people are blamed for many of society’s ills. Anita Collins and Mervyn Lebor suggest that, rather than blaming teenagers, we should be making some reasonable adjustments to accommodate their developing brains.
Speech, language and communication needs are the single most prevalent need among children with SEN, whatever their diagnosis—and the impact, should this need remain unaddressed, can last a lifetime. Bob Reitemeier, Chief Executive of children’s communication charity I CAN, examines the stakes.
An unusually high proportion of girls in the pupil referral unit with which she was working had Edwina Chevens’ curious to learn more about their stories and how they came to be there. Here she summarises her findings and makes some practical suggestions for wider practice.
Only half of practitioners are confident using touch screens to share and enjoy stories with children, the National Literacy Trust has revealed. What support is available to help professionals make the most of this valuable teaching tool? Clare McGread gives an overview.
SEND provision in the early years has been in desperate need of reform for a long time. But has the new Code of Practice hit its mark? Maureen Hunt explores the key challenges thrown up by the recent reforms and some of the steps exemplary settings are taking to deal with them.
Teachers, leaders and politicians alike have long questioned the usefulness of teaching assistants in the classroom. Here Dr Helen Saddler questions the way TAs are currently deployed and offers an interesting perspective on where their value lies.
Ann Stacey, head of Aldermoor Farm Primary School, explains the detailed steps she has taken to make the Code of Practice ideal come alive in her school.