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I hadn't heard of Dragon before - seems like a very helpful tool. 

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I hadn't heard of Dragon before - seems like a very helpful tool. 

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I take it for granted that the TA may not be specialist in my subject - sending them the PP and any other info beforehand would be so really useful.

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I work together with a few TA's that help me in supporting the various SEN students that I teach. We are constantly supporting those students, and usually begin explaining the task before the students have time to attempt it. I would like to try and give them the already differentiated task and allow them time to work on it before providing them with support.

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I also have few SEND students as I am in a grammar school. However I do have some and it has been tough. I try to support with extra hand outs rather than 1-1 support so they still have independence.

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I also have few SEND students as I am in a grammar school. However I do have some and it has been tough. I try to support with extra hand outs rather than 1-1 support so they still have independence.

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I have never thought to ask the TA after the lesson for feedback on how a student coped in the lesson. This is something I would like to use going forward.

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Having a LSA in the class for majority of the day has been extremely helpful and one of the best resources to use for classroom conduct with my my children with additional learning needs. When we get back, I'd like to incorporate more technology as an additional route to learning and see how well its received by those that could benefit from this.

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Pupils will open up to a 6th former where they might not to me

Feed forward sheets very useful

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Discuss the implication of Aphantasia in the classroom, students who lack the ability to physically imagine things.

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Discuss the implication of Aphantasia in the classroom, students who lack the ability to physically imagine things.

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The use of reading tools and visual guidance for pupils who have dyslexia. i have a range of pupils in my KS4 classes that really struggle with academic writing, especially assignments and being able to transfer information into their own words.

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The use of reading tools and visual guidance for pupils who have dyslexia. i have a range of pupils in my KS4 classes that really struggle with academic writing, especially assignments and being able to transfer information into their own words.

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To utilise tools that are able to provide visual representations thereby providing wider engagement within the class.

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To utilise tools that are able to provide visual representations thereby providing wider engagement within the class.

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I have found that additional visual resources work with some of the SEN students at my school. I have a special 'secret mission' card that they can get at the beginning of the lesson. It simplifies the LO of the lesson and allows them to become more engaged with the task.

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I wonder, what are you putting in to place to help meet pupils' needs as we have moved to remote teaching? Is there anything you are able to share that you have tried during these uncertain and difficult times to support students' needs remotely?

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The biggest challenge I have faced this year is that there have been staff shortages, so I don't always have the same TA with the same student each time, or there is no TA at all.  However, having a good relationship  with all TA staff generally has helped with this uncertainty a lot.
When we make it back to school I'd like to try and have something prepared each lesson I am expecting a TA, so that I can help direct more targeted support.

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I have found the use of technology useful for my own teaching. This is something I'm going to utilise moving forwards

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I have find this weeks content so useful for my teaching of the many SEN and the EAL children i have 

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I have find this weeks content so useful for my teaching of the many SEN and the EAL children i have 

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I think my children would benefit from using technology in a different way. E.g using dojos to support send children as they can see positive praise

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I am an NQT in a year 2 class and have a high number of SEN children this year. I have found this weeks content very helpful. I am going to explore a lot of the approaches etc with the children in my class. I feel that all of these can be used to promote the independence of these children as this is an issue for me with this class.

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I am an NQT in a year 2 class and have a high number of SEN children this year. I have found this weeks content very helpful. I am going to explore a lot of the approaches etc with the children in my class. I feel that all of these can be used to promote the independence of these children as this is an issue for me with this class.

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Apps/software so children can talk instead of write

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I am an NQT in a state grammar school, so in some respects my experience of SEND is more limited. I do, however, teach a number of pupils who have an EHCP and LSA support. I try to use the LSAs effectively but I know that there is more that I could do. I would like to explore this further