Specific SEND

Expert advice on all aspects of specific SEND; from identification to provision and evaluation.

Spotting and supporting students with social anxiety
What is social anxiety, and why is it a problem for learners? What strategies can be used to alleviate anxiety in the classroom? Read top tips and watch the workshop video
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SEMH: lockdown, transition and return
For pupils with SEMH, the return to ‘normal’ school life could be challenging. Adele Bates considers what staff can expect and how to prepare
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Supporting pupils with attachment disorder: a whole school approach
An awareness of attachment disorder and how it presents is essential knowledge for educators. Use this step by step guide to ensure pupils are identified and supported
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Understanding and supporting pupils with attachment disorders
To support a child with attachment difficulties, it's important to understand that not all attachment disorders are the same. Adele Bates explains the three main types of attachment disorder, and provides strategies to help teachers work with and support these pupils
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Supporting pupils with SEMH needs
Understanding and supporting pupils with SEMH needs can be a real challenge. Adele Bates shares strategies to support pupils throughout the school day
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Understanding sensory processing disorder
Is a child misbehaving or are they displaying a self-regulatory behaviour? Gill Barrett discusses these issues in relation to her school's practice
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Sensory integration: activities and interventions to improve learning
Heba Al-Jayoosi and Melanne Randall talk to Sophie Chalmers about the impact sensory integration can have on learning
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Autism and inclusion: the saturation model explained
Gareth D Morewood explains how his whole-school saturation model can be implemented to improve outcomes for autistic students in a mainstream setting
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A practical guide to teaching children with dyslexia
Since dyslexia manifests differently from person to person, a 'one size fits all' approach isn't appropriate. Liz Murray provides a variety of practical classroom strategies to support pupils with dyslexic profiles
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Dyslexia: why we need to be more specific about identification in schools
If up to four children in every classroom are dyslexic, why are so many going through school undiagnosed? Liz Murray looks at the problem with identification in schools, and what signs teachers need to be looking out for
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Specific SEND

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