Seizing SEND

Thursday 28th September 2017

SEND

#UKEdChat Session 373 – Thursday 28th September 2017

SEND: Supporting and enhancing the learning of children with a special educational need, or living with a disability, can be one of the most rewarding aspects of teaching. Yet, with rules, guidance and legislation also impacting on provisions that need to be met, ensuring that all students receive a good educational experience can be challenging to schools, teachers and leaders.

Hosted by Kathryn Morgan through the UKEd_WMids Twitter account, this #UKEdChat session asked critical questions that school staff need to consider when planning SEND provision. The following questions were released during the session:

  1. How are schools meeting the needs of SEND children with ever-tightening resources?
  2. How to quickly and effectively up-skill staff to be able to support children with complex needs, preferably free or low-cost options?
  3. How to fully engage colleagues from other services e.g. Family support, health, Forward Thinking in supporting a child and family without all responsibility falling back to school?
  4. Should a SENCO be a member of the senior leadership team?
  5. Should there be more of a SEN focus in initial teacher courses?
  6. Are all leaders ‘leaders’ of SEN in your school?
  7. How high a priority is SEN in your school?
  8. Following the Code of Practice, do teachers consider themselves responsible for the SEN children in their classes, including complex needs children?
  9. Is being a SENCO good preparation for DHT/Headship?
  10. If we agree that ITE is the start of a Teachers journey how do we ensure we are prepared to support pupils with SEND throughout a teaching career?
  11. The NASENCO is mandatory for SENCOs should every teacher undertake additional training in supporting SEND?

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About UKEdChat Editorial 3094 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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