How to give children and young people who have SEN and disabilities (SEND), the support they need in the environment where they feel most fully included, should be a key concern of every teacher and practitioner. Drawing on her years of experience and conversations with a range of professionals, as well as the thoughts of children, young people and families who have encountered a number of settings, SEND expert Dr Rona Tutt examines both the benefits of the recent SEND reforms and also the opportunities that have been missed to meet needs more flexibly. Content focuses on; – Creating a climate where all children can thrive – An appreciation for the variety of innovative ways school leaders are meeting the needs of students – A consideration of the wider context of SEN from local to national level Clear and accessible, this is an inspiring read for anyone concerned with how individual needs are best met, rather than where their education takes place.
Chapter 4: Achieving a more responsive system
Achieving a more responsive system
‘Children’s behaviour is a form of communication.’
The previous chapter concentrated on how to provide an environment where the children within it could flourish, rather than being bullied or excluded. This chapter considers how different environments are working together to form a continuum of provision and using it more flexibly. After looking at opportunities post-16, the chapter covers:
- How special schools became embedded in the system
- How co-locations and partnerships are continuing to develop across former boundaries
- How individual packages of support are being offered.
Case studies include: a teaching school alliance across the sectors; a special school multi-academy trust (MAT); a Northern Ireland (NI) partnership of schools; and flexible packages of support, with one case study where every ...