This study by the Nuffield Foundation explored how education provision over this time has changed for children and young people with SEND who attend special schools.
Taking into account past experiences and focusing on young people as individuals can have a comparable effect to having trained therapists on staff. Sarah Gillette’s trust is taking a trauma informed approach to supporting students’ social and emotional wellbeing.
Student exclusions are predominantly affecting children in poverty and with special needs. The Alternative Provision options are not sufficient and are creating a new generation of young people who are not in schooling or employment. Labour MP Thelma Walker discusses the implications of a new report on these forgotten children.
By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time.
A philosophy-based program called askit is helping students at Central Bedfordshire College learn how to ask questions and reason with problems that don’t have clear answers. Professor James Crabbe and Ali Hadawi explain how this program is transforming aspirations for learners at risk of underachieving.
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.
Communicating with parents of disadvantaged children can be an ongoing challenge. Carolyn Kelly, Deputy Head Teacher shares ways to connect.
Lindsey Jane Rousseau shares resources and case studies on how to support students who have SI needs in the classroom.
Amy Husband is the head teacher of Clifford Bridge Academy. Here she gives a personal view on what it means to be an inclusive school.
Child File - The Graduated Response: making it effective in an early years setting - Part 2