#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:
- How are schools meeting the needs of SEND children with ever-tightening resources?
- How to quickly and effectively up-skill staff to be able to support children with complex needs, preferably free or low-cost options?
- 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?
- Should a SENCO be a member of the senior leadership team?
- Should there be more of a SEN focus in initial teacher courses?
- Are all leaders ‘leaders’ of SEN in your school?
- How high a priority is SEN in your school?
- Following the Code of Practice, do teachers consider themselves responsible for the SEN children in their classes, including complex needs children?
- Is being a SENCO good preparation for DHT/Headship?
- 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?
- The NASENCO is mandatory for SENCOs should every teacher undertake additional training in supporting SEND?
Click here to read the summary
Click to view archive: 373-Seizing SEND
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