SENCO - Teaching Expertise

Slow learners, children who find it difficult to learn and remember things, are a challenge experienced by all teachers at some point in their career. Here we consider this group of pupils and some general strategies for helping them

How do you help pupils who show symptoms of dyscalculia? This SENCO Week highlights the main issues and gives advice to both SENCOs and classroom teachers

The provision of transport for pupils with SEN, specifically the responsibility of local authorities (LAs) in this area is discussed here by Michael Segal

It is important to allow multisensory maths to be taught to children with special educational needs (SEN) for as long as they need, argues Jane Kendall. Here she offers some practical suggestions for how

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

The government plans to spend £235m on improving playground provision, but what can be done to make sure all children enjoy the new facilities? Crispin Andrews invesigates

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?

The vulnerable group of looked-after children (LAC) has had particular focus recently, in terms of raising their educational aspirations and achievement

Do your pupils struggle with spelling? Linda Evans offers support for SENCos and classroom teachers when helping them

Starting school (or nursery) and moving from one school to another is a major event in children’s lives — for a child with special educational needs it can be particularly worrying. This ebulletin considers how SENCOs can help to ensure that the process is as smooth as possible for all concerned

Elizabeth Holmes looks further into the links between professional development and behaviour, focusing specifically on children with special educational needs and/or disabilities

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

Alison Williams has an extended role as SENCO and head of inclusion at Danetre School, an 11-16 technology college in Northamptonshire. She talks about her duties to Crispin Andrews

There are important issues to consider regarding the children of parents who are in prison. This article gives advice as to what educational support can be put in place and the role that some SENCOs might play in coordinating this

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

The free SEN resource for early years professionals and primary school teachers offers a number of observation sheets for individuals and groups. Each sheet is offered as a blank and as a filled-in example

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

For the families of children with SEN and disabilities, positive relationships between school staff and parents is an especially important issue. This SENCO Week considers how SENCOs can engage with parents and carers

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

A review of research on SEN and inclusion has found competing agendas in schools for SEN, inclusion, and standards raising, which may create problems for teachers

Parents must be centrally involved in decision-making if the SEN system is to be changed for the better, says Lucy Wilkins

Mentoring schemes are an approach endorsed by the DCSF, and a number of independent organisations offer direct support to schools. Linda Evans discusses mentoring schemes as well as other forms of peer support

What kind of interventions can you introduce as a SENCO to address pupils’ behaviour difficulties? Linda Evans discusses in her second e-bulletin on BESD (behavioural, emotional and social development)

New beginnings are especially important for pupils whose behaviour is a cause for concern; this issue we’re thinking about the various elements of effective behaviour management for BESD (behavioural, emotional and social development) – including giving youngsters a chance to start with a clean slate

Some might think that a positive learning environment would be an ineffective tool against aggression in pupils with social emotional behavioural difficulties. However, Michael Jones speaks to a school who believes that a nurturing and supportive environment is exactly what SEBD children need

Local government authorities were heavily criticised for failing to adequately manage provision for children with complex special needs in February 2007. So how did things change in 18 months?

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

Until recently, schools faced copyright barriers when scanning textbooks for pupils with additional support needs. Paul Nisbet discusses recent changes to the law, and their implications for pupils in Scotland and the rest of the UK

Vocational and extra-curricular activities for students with special education needs is an important aspect of curriculum development. Michael Jones looks at one school's provision

What is the definition of special educational needs? What acts should SENCos be up to date on? This issue of SENCO Week serves as a brief but essential legal summary for SENCos

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

Do you know your way around educational employment law? Does your school's pay and remuneration package meet or exceed minimum standards? Tamara Ludlow gives a legal overview of essential information for both leadership teams and staff

We've been collecting your stories about the inspiring and encouraging experiences you’ve had at work during 2008. Here is a collection of the SEN themed responses you sent to the question, What has been your most positive experience at work this year?

How can schools collaborate with their communities to achieve better reading results for their pupils? This e-bulletin encourages SENCOs to consider recruiting and training volunteer helpers as 'Reading Buddies'

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

Has increased SEN delegated funding led to fewer statements? Roger Inman looks at the friction between the law and new ways of providing for learning difficulties in the mainstream

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?

As the SENCO role continues to evolve, Mark Blois looks at its basic responsibilities and what to expect for the future with respect to new law

Reluctant writers can be difficult to assess due to lack of written work. They can also cause concern to those trying to help them develop legible, coherent writing. This SENCO Week looks at some of the reasons why children can be reluctant to write and offers ideas for motivating them

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

SENCos are key to a child with an autistic spectrum disorder (ASD) being able to continue within mainstream educational settings. This issue of SENCO Week discusses information, strategies and support for parents and pupils living with ASD

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