SENCOs who may be involved with pupils facing the possibility of exclusion should be aware that the latest guidance on procedure is now available online. With some changes in official advice this makes it an appropriate time for SENCOs to consider school policies in relation to arrangements for pupils with special educational needs and pupils with disabilities. read more
ICT can enhance opportunities for inclusive learning. However, getting the right ICT tools in place to support this process can be a daunting prospect. In this article Gerald Haigh, in conversation with SENCOs, shows what is possible and argues that simple innovations tailored to individual needs often work best. read more
SENCOs have an important role to play in providing continuing professional development for their colleagues in schools. A recent Ofsted survey lists recommendations for improving practice. read more
A new report confirms that joined-up working has been a positive and significant experience for the majority of those involved. read more
The House of Commons Education and Skills Select Committee undertook a major review of special education in 2005-2006 and published a report that asked the government to clarify its policy on inclusive education. This article summarises the questions that the Select Committee asked, outlines the government response to these, and provides a brief analysis of this response. read more
QUESTION: What considerations should we apply when considering permanent exclusion of a pupil with special educational needs? read more
This article discusses ways in which SENCOs can support children with dyslexia within mainstream education, and provides a list of warning signs that might initially lead to referral, by training principals from Dyslexia Action, Rosemary Norburn and Glenys Heap
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How can you handle children’s surprise at a new classmate’s disfigurement in a way that is positive for everybody? Jane Frances of Changing Faces offers some practical ideas. read more
Every Disabled Child Matters is a three-year campaign by organisations working with disabled children and their families. Its objectives and proposed actions for change are summarised below
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The Early Support programme seeks to improve the quality, consistency and coordination of services for young disabled children and their families. A new report examines its effectiveness. read more
The new and rapidly changing context of the Every Child Matters agenda presents challenges and opportunities for the role of the educational psychologist. This forms the backdrop against which a review of the functions and contribution of educational psychologists has been conducted. read more
Children with asthma have airways that narrow and can become clogged with mucus as a reaction to various triggers. This article provides a list of symptoms experienced by those with asthma and also strategies to help
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Developmental verbal apraxia is the inability to coordinate the lip, tongue and throat muscles in order to form sounds into words
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Dyspraxia is a specific learning difficulty. Children with dyspraxia have problems with motor coordination and often appear clumsy when moving around the classroom
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Dyslexia is a specific learning difficulty that affects the ability to read and spell. About 60 per cent of children with dyslexia also have trouble with the sounds that make up words
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Dysgraphia is a processing problem causing difficulty in remembering and using the correct sequence of muscle movements in order to write
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Dyscalculia is a specific learning disability involving maths skills.
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Basic information about the characteristics of autistic spectrum disorders, a condition which affects a child’s ability to socialise and to develop speech and language
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The terms ADD and ADHD are medical diagnoses and describe a syndrome of emotional or behavioural difficulties, which may include extreme impulsiveness, inattentiveness and continuous motor activity.
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Children with moderate learning difficulties (also known as global learning difficulties) have a general developmental delay. They have difficulties with learning across all areas of the school curriculum
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Visual discrimination is the ability to recognise similarities and differences between visual images. The activities listed here can help develop visual discrimination skills and can be used in lessons to benefit all children
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Visual memory is the ability to recall information that has been presented visually. The activities listed here can help develop visual memory and can be incorporated into a lesson for the benefit of all pupils
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Auditory memory is the ability to recall information that has been given orally. The activities listed here can help develop auditory memory and can be incorporated into lessons for the benefit of all pupils
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Semantic knowledge is the ability to understand narrative. This includes the ability to understand the meanings of words in different contexts, as well as a knowledge of the meaning of relationships between words. The activities listed here will help develop semantic knowledge
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Phonological awareness is the ability to be aware of sounds within words and to be able to break down words into syllables and into phonemes. The activities listed here can help develop phonological awareness and can be used in lessons for the benefit of all children
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Spatial awareness is the ability to be aware of oneself in space. Awareness of spatial relationships is the ability to see two or more objects in relation to each other and to oneself. These activities will help develop spatial awareness skills and can be used in lessons for the benefit of all pupils
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Listening is the ability to attend to sounds across a range of stimuli. Use these activities to help pupils with listening and attention difficulties
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Word finding is the ability to access vocabulary from the long-term memory. These activities can help develop word finding skills and can be used in lessons for the benefit of all pupils
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Dr Diane Bebbington and Eileen Burke examine the effects of unsupported language difficulties. read more
Auditory discrimination is the ability to detect similarities and differences when listening to sounds. The activities listed here can be used to strengthen auditory discrimination skills and can be incorporated into a lesson to benefit all children
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Changing attitudes is fundamental to achieving full inclusion for disabled pupils, argues Liz Fitzpatrick. Here she discusses the right to equal opportunities for those with disabilities, set out in the Salamanca Statement, as well as how to go about achieving them
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Dr Diane Bebbington discusses new human rights initiative the Commission For Equality and Human Rights (CEHR), which aims to support equality and diversity, and its implications for the education of young people
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Do you like to use moments of quietness and reflection in your classes? Do you like to tell stories while the pupils listen attentively? If so, consider using music as a soundtrack to boost visualisation and imagination, suggests Mark McKergow read more
For any SENCO looking at how SEN is defined, identified and assessed in her own local education authority and elsewhere, it soon becomes apparent that the identification and assessment of SEN is not only complex but confused. Michael Farrell suggests that SENCOs can contribute to clarifying our understandings of SEN. read more
A new survey draws attention to the lack of preparedness for dealing with epilepsy in schools. The survey was presented as part of National Epilepsy Week’s theme of ‘Educational challenges for children and younger people’. Epilepsy Action has also produced information and resources which SENCOs will find useful in advising colleagues. read more
In addition to its specific recommendations concerning SENCOs, the Education Select Committee has outlined a future strategy on special educational needs. The government's response will have many implications for the work of SENCOs read more
Many SENCOs, though aware of the benefits of ICT, are a bit wary of its complexities. Gerald Haigh provides a user-friendly guide read more
The Education and Skills Committee report on SEN includes a brief but important analysis of the role of the SENCO, which highlights a major gap between policy rhetoric and reality. read more
The Common Assessment Framework (CAF) and Lead Professional (LP) work are key elements in the Every Child Matters: Change for Children programme. This evaluation of authorities trialling the new approach will be of interest to SENCOs who will become increasingly engaged as the national roll-out continues for these processes for multi-agency working. read more
Visual perception is the ability to recognise, interpret and organise visual images. The activities listed here will help develop visual perception skills and can be incorporated into lessons to benefit all pupils
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Recently published research by a team based at the University of Cambridge highlights the efforts of teachers and other staff in schools to develop inclusive educational practice. At the same time, it provides evidence that these efforts are unsustainable in the long term, and that a national review of policy and practice is required. read more
Visual comprehension is the ability to listen to information that has been given orally, then remember it, understand it and use the information across a range of tasks. These activities can help develop skills in this area, and can be incorporated into lessons for the benefit of all pupils
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This month’s professional update summarises the requirements of the Disability Equality Duty (DED) for the public sector and outlines the steps that schools, colleges and local authorities will need to take to ensure that they comply with new legislative requirements
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The government’s 10-year strategy for childcare, Choice for parents, the best start for children, promised to establish a single coherent development and learning framework for all young children from birth to the age of five. The DfES is currently consulting on the Early Years Foundation Stage (EYFS), which provides that framework. read more
The guidance 'Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children' is highly relevant to SENCOs. read more
Whether at home or at school, ICT can play a major role in enabling young people to achieve their potential whether or not they have a disability or specific learning difficulties, says Adam Waits, lead assessor (children and young adults) at national computing and disability charity, AbilityNet. read more
Researchers based at the University of Bristol are examining the support for children with complex communication needs – in both mainstream and special schools – to express their views and make decisions for themselves. read more
The Special Educational Needs Regional Partnerships (SEN RPs) have made a substantial and marked contribution to the government’s agenda regarding provision for pupils with SEN, according to a report* from the National Foundation for Educational Research (NFER). read more
More and more schools throughout the country are realising that children with specific reading difficulties can be helped by the use of colour, either in the form of coloured overlays or as individually prescribed coloured spectacle lenses. By Tim Noakes. read more
A quick list of tips for calming hyperactive children, including preventative strategies read more