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 5: Meeting different needs more effectively
Meeting different needs more effectively
‘Diversity is universal; we are all different.’
This chapter considers the four broad categories of need identified in the SEND Code of Practice 2015. Following a reminder of these categories, there are additional sections on autism, behaviour, and on social, emotional and mental health needs (SEMH).
The chapter moves on to look at how the progress and achievements of pupils with SEND can be measured and how staff can become better trained to deal with the whole range of needs.
There are case studies of two schools for pupils with autism, another school that has had a particular role with assessment, and a free school for pupils with speech, language and communication needs (SLCN), which is part ...