Disability - Teaching Expertise

As the DDA and Equality Act broaden the definition of disability and the duties of schools, testing has recently been completed on draft tools for helping schools to identify disability

The new Equality Act will remove the exemption for schools which previously meant that they did not have to provide auxiliary aids and services to students with a disability. Rebecca Taylor-Onion looks at the impact of the new disability duty in relation to auxiliary aids and services on schools

The recent Disability Discrimination Act (DDA) decision by the High Court in the case X Endowed Primary School v Special Educational Needs and Disability Tribunal (2009) could impact significantly on schools. Westley Laird reviews the case and discusses how this decision could affect your school

Susie Roome discusses your responsibilities and obligations towards disabled pupils, and how recent case law may assist in successfully defending these challenges

Support for children with medical conditions such as asthma, diabetes, epilepsy and anaphylaxis are the subject of this SENCO Week, as Linda Evans offers SENCos related advice

Children with little or no speech (augmentative and alternative communication) can now be supported by a wide range of communication aids, but much still depends on funding

The National Institute for Health and Clinical Excellence has published a guideline on the diagnosis and management of ADHD in children, young people and adults. But what are its implications for schools?

Pupils with more significant speech, language and communication needs (SLCN) needs are looked at in the second e-bulletin on the subject from Linda Evans, including how SENCOs can plan effective interventions

There are a range of anxiety and depressive disorders. Michael Farrell examines what schools can do, including therapy and support options

The Bercow Review has made its recommendations on the steps needed to transform provision for children and young people with speech, language and communication needs, after 10 months of investigation and analysis

Speech, language and communication needs (SLCN) are dealt with by over one million children in the UK; most of them in mainstream schools. This ebulletin considers how SENCOs can support colleagues in meeting the needs of these children in the classroom

Conduct disorder can be highly challenging to deal with at school. Special educational consultant Michael Farrell looks at the disorder in detail

Fetal alcohol syndrome disorders (FASD) are regarded as the leading known cause of non-genetic intellectual disability in the Western world. Special Children gives some useful information about FASD and interviews the adoptive mother of a child with fetal alcohol sydrome

Speech and phonological disorders are the focus of this article by Michael Farrel, who considers provision for those pupils dealing with communication difficulties

An innovative intervention programme to support children with motor coordination difficulties is described here, by Mhairi Archibald and Amanda Sangster

The demands of the SENCO role should not outweigh its attractiveness, warns a nasen-funded study. Sue Pearson reports on her research

Intervention programmes for dypraxia can have daily and long-term benefits for children. This SENCO Week looks at ways of supporting children with dyspraxia, both in school and at home, using intervention programmes

SENCos must be familiar with the legislation and guidance related to physical impairment, and be able to contribute to the school’s accessibility planning by making reasonable adjustments in order to include these pupils in all aspects of education; as discussed in this SENCO Week

Visual impairment is the topic of this SENCO Week, which provides information about warning signs that children are struggling with sight problems, the possible consequences and what you can do in the classroom to help

Impaired hearing is this week's topic in SENCO Week, which provides information to help education professionals consider the needs of hearing impaired (HI) learners, with pointers for dealing with parents as well as pupils

Are advances in brain sciences useful to the field of education? Dr Jodi Tommerdahl looks at whether breakthroughs in our knowledge of how the human brain works can provide insight into how children learn, particularly in the area of SEN, and, if so, what’s taking so long?

Exams can be especially challenging for SEN pupils. This SENCO Week provides you with ideas for the planning of special arrangements and support during this time

Information regarding children and young people with Asperger’s Syndrome is the subject of the e-bulletin, following on from the last SENCO Week covering Autistic Spectrum Disorder

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This free supplement booklet discusses the changing role of the SENCO in mainstream schools in England, and the government's plans to ensure that SEN support is as effective as possible

Members of the therapy team at St Nicholas School in Canterbury describe the Shared Goals Project, an innovative approach to supporting students with profound and complex needs

Jenni Whitehead looks at a document she believes to be essential reading for those working with disabled children, which can be used to audit your school's safeguarding provision

Michael Farrell considers the mathematics disorder dyscalculia, and looks at ways of supporting students who struggle with its effects