It is important in today's schools that an environment is created where every pupil can flourish.
In such a diverse spectrum of pupils, it’s inevitable some have special educational needs and disabilities (SEND).
Knowing who these pupils are and what they require forms the first step to offering them the right support.
What are special educational needs and disabilities?
Special Educational Needs and Disabilities - or SEND - is a term that schools use that refers to a whole range of learning impairments or disabilities, making it harder to access learning in comparison to most other neurotypical pupils.
These needs and disabilities typically have an impairing effect on the information processing, communicative ability, or behavior of a pupil.
Once a pupil has been identified as having special educational needs, schools can make provision for them.
These may include an Individualised Education Plan, a personalised document outlining what the pupil needs and what type of help they should get. Clearly stated in this are objectives for the pupil and the theorised teaching strategies that will be used.
SEND covers:
Learning Difficulties: These are difficulties in reading, writing, or in other core skills and/or subjects. For example, Dyslexia.
Physical Disabilities: These are disabilities that cause limitations in physical function. Examples include conditions such as CP, CF, Amputations, etc.
Emotional and Behavioural Difficulties: This means that the pupil has a problem with either emotional control or in his behavior, for example, ADHD.
Sensory Disabilities: Visual sense difficulties, such as blindness, or auditory sense difficulties, such as being deaf.
Sensory Impairments: Problems with visual or hearing sense, such as blindness or hearing loss.
Communication Disorders: Problems with speech, or difficulty in understanding language, e.g. Autism.
Assistive Technology: Tools such as text-to-speech software, audiobooks, and specialised computer programs can help SEND pupils learn more effectively.
Classroom Accommodations: Small modifications in the classroom can really help. This may mean making some adjustments in the seating plan, giving pupils more time to do exams, or a quieter space to work in to help them with concentration.
Creating an Inclusive Learning Environment
An inclusive learning environment is important for the success of SEND pupils.
Schools can create this by encouraging pupils to support and be friendly to their SEND classmates, and making sure that all school activities are accessible to everyone.
They may also opt to educate their pupils on issues of diversity and inclusion.
In this sense, through the assistance and support that such pupils receive, one can note that they have succeeded and developed, and such a response may be very enlivening and fulfilling.
It is proof of the importance of your work and how it has the capacity to change or impact others' lives. By recognising the unique needs of SEND pupils, it's by these means that their support may be tailored and by which schools can create an environment in which SEND pupils will succeed.
Understanding and supporting a SEND pupil goes miles in helping every pupil at school to achieve.
For those who are passionate about making a difference and creating a better, more inclusive world, working with SEND pupils is the right path.
It is important in today's schools that an environment is created where every pupil can flourish.
In such a diverse spectrum of pupils, it’s inevitable some have special educational needs and disabilities (SEND).
Knowing who these pupils are and what they require forms the first step to offering them the right support.
What are special educational needs and disabilities?
Special Educational Needs and Disabilities - or SEND - is a term that schools use that refers to a whole range of learning impairments or disabilities, making it harder to access learning in comparison to most other neurotypical pupils.
These needs and disabilities typically have an impairing effect on the information processing, communicative ability, or behavior of a pupil.
Once a pupil has been identified as having special educational needs, schools can make provision for them.
These may include an Individualised Education Plan, a personalised document outlining what the pupil needs and what type of help they should get. Clearly stated in this are objectives for the pupil and the theorised teaching strategies that will be used.
SEND covers:
Learning Difficulties: These are difficulties in reading, writing, or in other core skills and/or subjects. For example, Dyslexia.
Physical Disabilities: These are disabilities that cause limitations in physical function. Examples include conditions such as CP, CF, Amputations, etc.
Emotional and Behavioural Difficulties: This means that the pupil has a problem with either emotional control or in his behavior, for example, ADHD.
Sensory Disabilities: Visual sense difficulties, such as blindness, or auditory sense difficulties, such as being deaf.
Sensory Impairments: Problems with visual or hearing sense, such as blindness or hearing loss.
Communication Disorders: Problems with speech, or difficulty in understanding language, e.g. Autism.
Assistive Technology: Tools such as text-to-speech software, audiobooks, and specialised computer programs can help SEND pupils learn more effectively.
Classroom Accommodations: Small modifications in the classroom can really help. This may mean making some adjustments in the seating plan, giving pupils more time to do exams, or a quieter space to work in to help them with concentration.
Creating an Inclusive Learning Environment
An inclusive learning environment is important for the success of SEND pupils.
Schools can create this by encouraging pupils to support and be friendly to their SEND classmates, and making sure that all school activities are accessible to everyone.
They may also opt to educate their pupils on issues of diversity and inclusion.
In this sense, through the assistance and support that such pupils receive, one can note that they have succeeded and developed, and such a response may be very enlivening and fulfilling.
It is proof of the importance of your work and how it has the capacity to change or impact others' lives. By recognising the unique needs of SEND pupils, it's by these means that their support may be tailored and by which schools can create an environment in which SEND pupils will succeed.
Understanding and supporting a SEND pupil goes miles in helping every pupil at school to achieve.
For those who are passionate about making a difference and creating a better, more inclusive world, working with SEND pupils is the right path.
