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

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This article discusses the GTC’s Making SENse of CPD resource, which includes a summary of research findings about the effectiveness of CPD for SEN, as well as the emerging themes in CPD for SEN

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Dyslexia is the subject of this issue of SENCO Week, which looks at providing support for dyslexic learners, raising awareness of dyslexia amongst teaching staff, and improving pupils’ and parents’ understanding of the challenges the condition poses

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This resource provides practical tips and strategies that will help Special Educational Needs Coordinators (SENCOs) support pupils with mutism

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This resource will help you implement an effective approach to support pupils with Special Educational Needs (SEN) – specifically profound or complex needs

Peer support can be an invaluable resource for SEN pupils, not only those who need help and encouragement with learning but also for the de-motivated under-achievers and those whose social skills are under-developed

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Outdoor and out-of-school activities are summer term features that should be equally as accessible to, and enjoyable for, children with SEN. This article explores how SENCOs can ensure this is the case

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In our second subject-specific issue of SENCO Week, we consider some of the issues involved in teaching science to pupils with SEN and how teachers and TAs can support their learning

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In the first of our subject-specific issues, we raise some points for teachers of D&T to bear in mind when planning for pupils with SEN read more

Numeracy and mathematics are areas that cause confusion and anxiety for many learners. SENCO Week looks at ways in which teachers can identify and support such pupils in the classroom

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CPD Week probes the place of CPD in special needs provision in mainstream schools read more

In SENCO Week’s third installment of Cognition and Learning, we focus on pupils with more significant difficulties read more

A review of the Code of Practice for Special Educational Needs, plus a help sheet for SENCOs to help define types of SEN, intervention strategies and Individual Education Plans (IEPs)

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Practical strategies and specific solutions for helping pupils with communication and interaction difficulties to overcome barriers to learning, plus an update on special schools funding

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As an extended school, Chesnut Lodge School in Halton provides inclusive after-school and holiday provision for children with additional needs and mainstream children. Heather Austin, their deputy head, explores why it has been a success

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Following the government’s rejection of the recommendation that the link between assessment of children’s SEN and funding for their provision be broken, John Wright discusses the reaction of the select committee who proposed the change

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Louise Coigley enhances and develops the communication of SEN children and adults through inclusive storytelling. Michael Jones describes seeing her in action

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Are pupils with special educational needs receiving the level of music provision they ought, as LAs and schools are getting more money for it than ever before?

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Sound is now an integral part of the sensory environments that exist in many special schools, and the latest technology involved encourages interaction, stimulation and feedback

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With 20% of children leaving school with lower than expected literacy levels, additional support is needed. Reading Recovery, a reading intervention programme developed in 1993, offers exactly that, say Rebecca Jenkin and Isobel Goss read more

Michael Farrell considers a wide range of provision for pupils with development coordination disorder, or dyspraxia

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Michael Farrell considers provision for pupils with moderate learning difficulties (MLD) read more

It all depends on the SEN and disability discrimination regimes. David Ruebain, Chris Barnett and David Wolfe examine a recent case that sets out some limits read more

Special education consultant Michael Farrell considers provision for pupils with severe learning difficulties (SLD) read more

Consultant Harriet Goodman describes two years’ work with staff at New Rush Hall special school to help build even more reflective practice read more

Who gets the final say in deciding when a statement of SEN comes to an end? David Ruebain, Chris Barnett and David Wolfe unravel a complex new case read more

The Reading Recovery programme has established a reputation as an effective intervention for pupils at risk of failing to learn to read. A new research review examines its strengths and weaknesses

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A recent Ofsted survey of 28 good or outstanding PRUs sought to identify what contributes to effective practice. It also reveals some of the barriers to it, including insufficient data from schools and LAs and inadequate decisions about long-term placement read more

Pauline Holbrook, national inclusion coordinator for the Specialist Schools and Academies Trust, talks to SENCO Update about the nature and role of specialist SEN schools and gives advice on how to make the most of the expertise within them and the services they provide

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Sal McKeown looks at some of the implications of the renewed primary Framework for those working with children with special educational needs read more

Sarah Whitehead describes a project that she undertook as part of a postgraduate professional development course for SENCOs. She highlights the value of having time for systematic professional reflection, and how this can be used to good effect when introducing ‘Catch Up’, an intervention designed to support reading development read more

Pragmatics refers to the ability to communicate in social situations. These classroom activities will help all children to develop social communication skills

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Gross motor skills are the movements of the large muscles of the body. These activities will help to develop and improve gross motor skills

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A research study on tackling low achievement suggests that children with special educational needs form a large percentage of low achievers but more could be done to assist them through their schooling read more

Michael Farrell looks at a number of different areas in which special provision is needed read more

A new report considers why some children who did well at key stage 1 do not maintain the same rate of progress at key stage 2

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Special education consultant Michael Farrell considers provision for pupils with orthopaedic impairments and motor disorders read more

The curriculum review section of most direct interest to SENCOs concerns organising the curriculum. SENCO Update reports read more

New research evaluates how effectively Sure Start programmes help children with special needs and disabilities read more

Inclusion of SEN students requires lots of involvement from teaching assistants. Enid Alston introduces a new training course designed to help read more

Linda Evans suggests how SENCOs can plan and deliver training on subjects which feature prominently in the role of most teaching assistants (TAs) read more

The 2020 Vision report calls for personalised learning to be designed to reduce the ‘persistent and unacceptable gaps in average attainment between different groups of pupils’. read more

Many SENCOs in primary schools also have a designated responsibility for G&T children. New guidance should ensure that effective provision for this group of children is in place. It may also help clarify whether or not SENCOs can be expected to take primary responsibility for this task 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

QUESTION: What considerations should we apply when considering permanent exclusion of a pupil with special educational needs? read more

Dyscalculia is a specific learning disability involving maths skills.

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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

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

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