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Jean Gross
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Emotional self-regulation is an important aspect of children’s ability to learn. Jean Gross suggests techniques and strategies to help pupils develop this useful skill
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Inclusion leaders spend time planning provision for pupils with literacy difficulties, but do we know if the impact of these interventions will last? Jean Gross summarises research evidence on one intervention
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Jean Gross explores what changes to the curriculum and assessment mean for pupils with SEND
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When looking at the obligations of the SEND reforms in year two, Jean Gross recommends refreshing your strategic plan and managing staff skills
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This information sheet will help explain to parents the what, how and why of SEN provision and provide them with summaries of research into TA deployment
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Jean Gross examines the most relevant reforms of the SEND Code of Practice for pupils with sensory and physical needs
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Jean Gross identifies three themes from the SEND Code of Practice which are essential to implement for children with cognition and learning difficulties
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When teaching pupils with cognition and learning needs, what practical strategies can teachers use in the classroom?
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Jean Gross explores if the greatest potential of the changes for children with SEMH needs is around the engagement of parents, carers and of pupils themselves in decision making