A growing collection of SEND resources, tools, videos, blogs and links
Brian Butterworth Margaret Mulholland speaking with Brian Butterworth, Institute of Cognitive Neuroscience - UCL, sharing insights and evidence around Dyscalculia. Brian is Chair of Governors for Swiss Cottage Teaching School Alliance and has recently released...
On this one-day course, participants will gain practical ideas regarding the effective deployment of staff, monitoring and measuring the impact of intervention strategies around learning and behaviour, as well as having the opportunity to discuss their...
This Progression Planner is to enable practitioners to identify an appropriate personal learning intention for an individual, which supports the development of skills for employability. To support practitioner thinking and planning, this Progression Planner splits the area of ‘Employability’ into four “strands”: ‘Skills for Work’ (green), ‘Functional Skills’ (blue), ‘Seeking Employment’ (light pink), ‘In the Workplace’ (dark pink).
(This resource) responds to research into Global Learning for pupils who may not be “developmentally ready” to engage with many current Global issues ( Bell et al, (2015) Going Global in Early Childhood Education) It is also based on recent research into Global Learning in Special Schools commissioned by the Global Learning Programme itself ( Education Development Trust) The design of the resource reflects the current policy context of SEND / ALN in both England and Wales.
A Ted Talk video (You Tube) on inclusive education, featuring Peter Walker.
An outline for a professional learning session on meaningful SEND assessment.
Outline for a professional learning session which interacts with the Rochford Review recommendations.
Submitted by Brian Lamb OBE This policy paper is based on a whole day policy seminar about an early review of the new SEN / disability policy and legislation which was organised by the SEN Policy Research Forum in June 2016. Resource...
BERA and RSA set themselves the task of asking precisely what that contribution should be – to initial teacher education, to teachers’ continuing professional development and to school improvement. They also wanted to know how different teacher education systems across the UK and internationally currently engage with research and, most important of all, what international evidence there is that linking research and teacher education is effective.