The Fish in the Tree Report shows the importance of teacher training in literacy and for those children with literacy difficulties, particularly dyslexia. This evidence shows that 84% of teachers told us that it was very important to be train in this area. However 35% of teachers spent less than a day of their courses on supporting children who struggle with literacy difficulties. Further just 18% were offered extra training on SEN, with 69% spending less than a day on dyslexia training.
This guide aims to:
- summarise the content of the SEND Code of Practice
- highlight key changes from earlier statutory guidance
- explore the implications of the Code for schools and settings
- signpost readers to case studies and other sources of information, advice and support.
Results of a study of outcomes for children with complex physical/learning needs through the MOVE Programme: demonstrating progress in functional mobility and associated improvements in cognition and learning that improves quality of life. The study explored how senior leaders in education, health and care provision can put research into practice for children with complex needs by developing functional mobility.sample of 200 children with complex needs from 18 SEN schools across in the UK.
Staff at Lymehurst Day Nursery and three parents talk about how the nursery works with families to include children with SEN and disabilities and to support the emotional needs of children and their families.
There are now more young people using Augmentative and Alternative Communication (AAC) systems in both mainstream and special schools than ever before. Successful inclusion of these pupils requires a substantial resource commitment, including the planning and implementation of appropriate supportive communication programmes, training of staff, and the involvement of a wide range of professionals working together. So how can schools maximise the effectiveness this commitment?