Pedagogical approaches to supporting SEN in Mainstream settings – Session 2 of 4
Monday, March 7, 2022 @ 4:00 pm - 5:00 pm
This is Session 2 of a four-session course.
This series of four webinars will be delivered by a small team of experts from Parkside School. Parkside School is an outstanding specialist communication and interaction school, supporting the individual needs of over 170 pupils in the heart of Norwich.
The following topics will be covered in the four sessions:
- Best practice in the use of visual aids in the classroom
- Using blank levels of understanding to support pupils communication needs with SEN
- Using Colourful Semantics to support early sentence structure
- Whole word reading techniques for pupils with SEN and different approach to phonics
Being able to effectively support children with special educational needs (SEN) in the classroom is an essential part of a teacher’s job. Figures show that the proportion of children in a mainstream setting who require additional support for SEN is increasing and teachers may, on average, encounter four children in every class who require support. The practice and behaviour of a teacher has the greatest impact on the social and academic outcomes of children with SEN. However, teachers worry that they do not support children with SEN effectively enough and feel they do not always have the appropriate knowledge to support SEN children in making the progress they are accountable for.
We are delighted to be working with The Parkside School to deliver a set of SEN-focussed sessions delivered by specialists in alternative provision.
These sessions can be used as CPD for your teachers and specialist TAs as staff meeting sessions.
For further reading see:
- Special education needs in England
- Efthymia Efthymiou & Alison Kington | John Lee (Reviewing Editor) (2017) – The development of inclusive learning relationships in mainstream settings: A multimodal perspective, Cogent Education
- Eleanor Warnes, Elizabeth J. Done, Helen Knowler (02 June 2021) – Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre-pandemic conditions