Teaching reading to all learners - the what, why and how of creating an inclusive reading framework for learners with complex needs/ SEND
Aims- To offer an inclusive definition of reading to support the creation of a curriculum framework that supports all learners to access a rich literacy world
The training in person/online or series of sessions can include aspects of below and more!
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It will include an overview of why teach reading and how do we do it.
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Why children and young people with SEND have difficulty learning to read, looking at the processes involved
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Where do we begin?
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What do we do already that should be seen as part of an inclusive reading framework?
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Teaching word recognition (including phonics) and language comprehension to all learners.
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What does phonics look like for learners with complex needs?
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Where do we begin?
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Implications of the DFE Reading Framework and key points of Ofsted deep dives.
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Accessibility and technology- how to empower all learners
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Importance of home school engagement
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Practical ideas and strategies - signposting and links to a wealth of online resources, libraries and support!
Understanding and supporting the needs of pupils with SEND in the classroom
Aims to develop a greater awareness of a range of special educational needs, focusing on meeting these within the whole school context
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This can include SLD, PMLD, Developmental Delay, global developmental delay, Down Syndrome, Autism, Sensory Processing Disorder, PDA, Fragile X syndrome, Prader-Willi syndrome, Rett Syndrome, Tourette’s syndrome, Visual and auditory impairment, Challenging behaviour, multi-sensory impairment, Cerebral Palsy
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Providing an overview of teaching and learning, removing barriers to participation and achievement
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How to evidence and raise outcomes
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Practical resource ideas and sign posting to facilitate learning and achievement
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Developing knowledge and understanding of needs, strategies to support upskilling of all professionals, pupils, parents/carers and local community.
Sensory Processing Disorder- its impact in the classroom and role in creating happier learners.
Aims - to provide a greater understanding of sensory processing and what happens when a young person experiences sensory processing in a different way?
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It provides an overview of sensory systems and supporting strategies (Tactile (touch) System, Taste and Smell, Visual System, Auditory (Sound), Proprioception and Vestibular (Movement Systems) Interoception.
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This includes a focus on the emotional, social and behaviour responses to sensory processing difficulties and the link with challenging behaviour.
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It will provide practical ideas and approaches alongside sign posting to ensure effective professional involvement and advice is in place.
Inclusion what do we mean and why is it a priority in current climate?
Aims- to offer a workable definition of inclusion, considering where are we now?
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It will include key aspects such as what is our universal offer? What are reasonable adjustments and how can we ensure we are making these?
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How does high quality teaching for all look?
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The crucial role of collaboration and teamwork, planning effective interventions for all.
What is our Vestibular System? Why is it key to education for learners with SEND?
Aims to provide an overview of how we learn and why our vestibular sensory processing system is key to this, especially for learners with SEND.
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The vestibular system will be placed within the context of our sensory processing system and the impact /difficulties faced when there are issues with our vestibular processing system outlined.
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The course provides practical strategies for all learners, specifically those with SEND.
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The role of effective multi professional collaboration and the effective integration of advice (OT) and support are highlighted throughout.
Tackling speech, language and communication needs in the classroom and at a whole school level.
Aims -to develop knowledge, understanding and skills of all staff to support inclusive practice and ensure effective targeted strategies from SALT are integrated into classroom practice.
Developing the role of the SENCO
Aims to develop understanding of the role and how to ensure greater collaboration with professionals and families, an understanding of the interaction between theory and practice
and the impact of interventions/support.
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An overview of the SEND review process is presented and the strengths of such a process highlighted.
EHCp’s- Top tips for ensuring EHCp’s meet the needs of the pupil and are fit for purpose.
Aims -to provide an overview of the EHCP process, from requesting one, to creation and through to challenging decisions.
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The impact on the education of all learners of the EHCP process, and how we can get this right will be explored and practical strategies provided.
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The key role of effective multi professional collaboration, alongside a holistic approach will be highlighted. Strategies to ensure effective integration of advice into the EHCP process from day one will be explored.
Strategic Development of SEND Provision and Practice.
(Across the School/Trust/MAT to improve outcomes for all pupils (includes an overview of SEND legislation / responsibilities for all schools)
Useful for SENCOs and all staff involved in supporting SEND in school.
Aims to provide-
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An overview of changes in legislation and guidance around SEND
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Effectively identifying and understanding areas of need, and recording evidence
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Using the graduated approach and SEN Support, sign posting support in Cornwall
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Education, Health and Care Plans (EHCPs) – making them fit for purpose
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How to monitor and manage the provision offered to pupils
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Effective working with Children and Young People
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How effectively work in partnership with parents, carers and professionals
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How to ensure the best use of support staff
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Effectively reporting strategic developments in SEND provision to all stakeholders
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(Governors, families, Trustees, Ofsted etc)