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Diagnosis is broad and students may only have a couple of characteristics.

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Training, having a central place to refer/ store information so everyone can see what has been tried./ what is working - not all doing the same "testing on the child"

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Single point of contact to help ensure the holistic approach
Assessment needs to be purposeful and regular

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A graduated approach is  revisiting refining and revising the pupils needs and understanding them

A teacher should work to understand their needs even if their is no diagnosis yet

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Although a diagnosis is good in order to support students moving forward and from teacher to teacher, I personally think the needs is more important. A student can have individual needs without having a "label" or diagnosis. Just because they don't have a diagnosis doesn't mean they are able to learn easily like (maybe) their peers. It's about accommodating their strengths and weaknesses to get the best outcome for them.

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definitely believe it is more important to know about the needs rather then the diagnosis.  Labels don't necessarily help.  strategies and understanding the child do. a diagnosis is no good if you do nothing with it.

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Four part cycle – Assess, Plan, Do and Review

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Four part cycle – Assess, Plan, Do and Review

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Assess, Plan, Do, Review. Whole-school level where all teachers continually assess, plan, implement and review their approach to teaching all students. If a need is identified, then this is then personalised to the individual. Responsibility and accountability lies with the class/subject teacher NOT the SENCO.

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What is it?
Whole school level. Teacher continually self assess, but at a more individual level teacher is made aware of that pupils barriers to learning. Continued reflection on approaches taking place. The progress lies with the teacher not the SENCO.

Only works if those that teach SEN student have the highest aspirations for them. Quality teaching needed to be able to accurately assess pupil progress.

Finding out a pupils needs is better than diagnosis.

Parents and carers must be actively involved in assessment and learning. Help teachers make clear outcomes for pupil.

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It is important for the teacher to be aware of both, however the needs are very important.

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provide advice, guidance and training to classroom teachers on supporting pupils with SEN

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Role of SENCO is to co-ordinate additional support for pupils with SEN and liaise with their parents, teachers and other professionals

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to support pupils by working out what can be done to help them. and ensure they have the best opportunity to access learning. SENCO is a specialist who teachers can refer to for specialist knowledge and strategies. Ensures students are being supported in class.

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When a student is making less than expected progress, a SENCO is able to support the student and their teachers by gathering evidence to evaluate whether they have additional or particular needs. Teachers need to make regular assessments of their students' progress to examine whether they're making similar progress to their peers, if their rate of progress differs from previous.

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The aim of inclusion is to embrace all people irrespective of their SEND. It is an continual improvement within schools so that all children can be valued equally, treated with respect and provided with real learning opportunities.

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The aim of inclusion is to embrace all people irrespective of their SEND. It is an continual improvement within schools so that all children can be valued equally, treated with respect and provided with real learning opportunities.

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It's about the school / teacher making reasonable adjustments that are well-thought out and planned for to prevent disadvantages among students.

It's important because it allows all students to be included and not hindered in their learning experiences. Regardless of their abilities or limitations, they should be taken into account and accommodated for to make the most of their learning experience.

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Ensuring these student needs are being met (within the classroom and outside of the classroom)  in order to allow them to make sufficient progress socially and acedemically

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Positive relationships with these students.

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Positive relationships with these students.

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ensuring everyone has the same access  to education by making reasonable adjustments and looking at delivery and activities which can be accessed by these students.

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allowing all members of the class to be engaged in the lesson where they all can progress at their appropriate level

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Provide a learning environment for SEN pupils to promote their learning.
Why is it important?
Every pupils have equal opportunities.

SENCO and Teachers need to identify the special needs and implement in lessons.

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Inclusion means pupils with SEND are not just in the classroom they are part of the classroom and that they have the same opportunity as their peers to receive the best quality teaching

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Inclusion means pupils with SEND are not just in the classroom they are part of the classroom and that they have the same opportunity as their peers to receive the best quality teaching

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Inclusion is important as it gives all students equal opportunities to learn regardless of their needs of abilities

The role of the SENDO is to work with teacher parents and the school to develop plans that support students with SEND

The DSL is in charge of all safeguarding issues and needs of all pupils and is the first go to with issues or concerns of pupils

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So all students are able to make the maximum progress within their ability level

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What is it?
Promote positive relationships and active engagement for all pupils within the classroom
Teachers should set high expectations for every pupil, whatever their prior attainment
Why is it important?
It is important in terms of student attainment and development - both socially and academically
This is so that SEND students do not miss out on opportunities that other students may have

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What is it?
Inclusion is preventing SEN students from being disadvantaged at school. Schools must make reasonable adjustments to accommodate these students. They require thought and planning

Why is it important?
All pupils are entitled to a broad and balanced curriculum.

Role of SENCO/Teachers
To identify these pupils early on, plan differentiated lessons. Good quality teaching. Must consider progress in all subject areas. Parents should be involved.  Teachers to use correct language in classroom setting, pupils "pupils with SEND" not "have" - not permanent.

SENCO- Must be a qualified teacher, provides professional guidance to staff, make provisions for children with SEN

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Providing the same opportunities for all students.

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What would the 'perfect' SEN-inclusive classroom looks like? (What things would be helpful i.e. equipment, displays, types of furniture, etc)

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is a blue powerpoint the same as an overlay?

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is a blue powerpoint the same as an overlay?

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How leanient should we be with using the behaviour policy with students who are SEN (such as autism and ADHD)? For example, I have a student who is autistic and has ADHD who keeps shouting out

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How to support a class with many SEN students?

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How to support a class with many SEN students?

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How do we support pupils who do not use their overlays in lesson/won't use them

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How do we support pupils who do not use their overlays in lesson/won't use them

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How can we best support students who refuse to use overlays / rulers even though it's in their ISP?