Rebecca Foster and Emma Richards offer a practical guide to support teachers working with students with impairments
Empathy is inherent in all of us, but for children who experienced a violent or poverty-stricken upbringing, their ability to feel compassion and empathise with others can be seriously stunted. Louise Kinnaird explores the role of schools and practitioners in giving such children the opportunity to care.
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.
Day-to-day challenges a SENCo faces can often indicate more serious problems in the school’s wider policy and practice. How, then, can SENCos delve beyond the obvious answers to reveal the broader issues that lie beneath? Dr Amelia Roberts presents three fictional scenarios.
Headteacher Derek Peaple and SENCo Steve Oxley describe the efforts at Park House School to move special educational needs out of the ghetto and onto every teacher’s agenda.