A new approach helps teachers work with students with dyslexia and other specific learning difficulties. Dominic Griffiths and Liz Horobin show how by thinking of these learning differences as part of a neurodiverse system, the human equivalent of biodiversity, the needs of the whole learner can be addressed and solutions that move beyond labelling or identifying problems can be implemented.
We know little of the brilliant work going on around the world to support the learning of children with special needs. Here Professor Hakan Sari, along with Hatice Gokdag and Tugba Pursun from Turkey, expain their work on improving these children’s numeracy skills.
Understanding how to support a child to develop emotionally can have a positive impact on academic success as well as self esteem, resilience and levels of happiness. Grasping the idea that a pupil’s emotional age can be very different from their chronological age is the first step to providing this support according to Lucy Barnes, Headteacher at Beech Lodge School in Berkshire.
Ems Lord considers how you can enrich the maths experiences of the children in your classroom or early years setting, whatever curriculum or approach to maths you use. She discusses maths activities from NRICH – a collaboration between the faculties of maths and education at the University of Cambridge and part of the Millennium Mathematics Project.
Two years into the new SEN and Disabilities system, how do we maintain the changes that are making a difference? A personal view from practitioner Dr Simon Jenner.
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.
Restorative Practice Policy to accompany article 'A city wide vision'.