SEND

SEND/CAMHS support

Children with SEND (special educational needs and disabilities) have faced lots of changes to their daily lives because of Covid-19.

Routines and regular support that they rely upon may be significantly different – and this presents challenges.

Parents and carers may be concerned throughout the pandemic how changes are affecting their child. It also presents some challenges on how parents and carers manage their own work and home life.

But platforms are available to support children with SEND to receive an education. This blog post takes a look at what is available and advice that you and your child can follow given the situation.

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How should the Government be supporting SEND students?

There are concerns about the impact that the coronavirus pandemic is having on children with SEND (Special Educational Needs). 

Currently schools remain open for children deemed as ‘vulnerable’. However many schools had temporarily closed because they were unable to support children in need.

A particular concern is the support for students with dyslexia and dyspraxia. A BBC report in 2019 found that 80% of students with dyslexia were already being missed by schools, therefore will the support available further penalise these students who still not expected to attend? This blog post investigates.

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Teaching SEND pupils in mainstream classes

Managing the education of SEND pupils has always been a difficult topic.

In the past these children have been ignored, moved into specialist SEND schools, moved back into mainstream schooling with or without additional support, provided with additional funding, had funding removed, taught in isolation units or excluded altogether.

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How to identify relevant training opportunities for your SENCO

A school’s SENCO (Special Educational Needs Co-ordinator) is a vital component of modern learning environments. They take responsibility for supporting SEN pupils throughout their time at school and their workload is varied and challenging.

Since 2009, all newly-qualified SENCOs have been required to take the National Award for SENCOs within three years of taking up a relevant post. Completing this initial training is enough to prepare SENCOs for their challenging role, but, as with all teaching positions, training is ongoing.

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Supporting students with mental health problems

Being a student can be challenging and stressful enough, but when a child is experiencing mental health problems and trying to cope with this alongside schoolwork and other responsibilities, it becomes much, much more difficult.

Medically or psychiatrically diagnosed challenges, including depression, anxiety, and stress, can have a much greater impact on academic performance than other factors such as relationship problems, excessive internet use, and chronic pain.

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5 ways to help teach students with dyslexia

More than 1.2 million children in the UK have dyslexia, a disability which results in difficulty reading and understanding the meaning of the words in front of them. Many children who have dyslexia have said that the words they see do not stay still. Instead, they move around the page, affecting their ability to read them.

Unsurprisingly, dyslexic students can find themselves falling behind others in the class, resulting in performance issues.

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5 Simple Strategies…for Overcoming External Barriers

Routines will help in so many ways. They reduce stress levels in pupils on the Autistic Spectrum. They provide containment and structure for pupils with ADHD or social issues. They speed up your planning because you will know what type of task you are doing and when ahead of time: everyone’s a winner!

You may choose to have specific types of lessons on specific days, or to have a bank of structures that you draw on, which can be signposted to the class either ahead of time or at the start of the lesson. Find the system that suits you and your group(s).

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