Supporting Language in the Classroom - An Inclusive Approach
“All mainstream schools MUST ensure that pupils with SEN engage in the activities of school alongside pupils who do not have SEN.”
Meeting the needs of all pupils within the classroom is stressed throughout the SEND Code of Practice 2014, challenging the idea that SEN pupils should be taught differently. Although there is a place for robust individual or small group interventions, teachers and teaching staff must be able to provide the right environment and learning experiences so that children with SEN can engage alongside their peers.
Why is an inclusive approach so important?
Outcomes for SEN pupils are historically poor and may relate to having less access to teacher time due to small group or individual work. Spending their time in the classroom provides pupils with both the opportunity to work and develop relationships with their peers and with more direct teacher contact.
An inclusive approach requires teachers to be confident in their knowledge of SEN and to have the skills to address a wide range of needs.
Our new seminars focus on just that; empowering teachers with the knowledge and skills to ensure teaching is inclusive for all pupils in their class.
To find out more about our seminars 'Supporting Language in the Classroom - An Inclusive Approach', click here.
They will be running in March & May this year.