A growing collection of SEND resources, tools, videos, blogs and links
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.
ASD Teacher is a website with information, resources and strategies for teaching children with autism. It is aimed at both educational professionals and families and is written by an autism specialist teacher.
Click on the clips below to hear perspectives from different practitioners. Does SMSCD necessarily have always to be 'age appropriate'? Does it make sense for exceptionally diverse cohorts of pupils to be brought together for collective worship? How do we enable...
Making SMSCD Special’ is an exciting collaboration between Culham St Gabriel’s Trust and Swiss Cottage Teaching School Alliance. It aims to build a vibrant Professional Learning Community around dialogues related to the spiritual, moral, social and cultural...
To what extent is teaching shaped by an understanding of pedagogical theory?
This (2014) document supplements the national curriculum by specifying performance attainment targets (P scales) and performance descriptors for pupils aged 5-16 with special educational needs (SEN) who cannot access the national curriculum. These apply to key stages 1, 2 and 31.
Performance – P Scale – attainment targets for pupils with special educational needs – July 2014
This document supplements the national curriculum by specifying performance attainment targets (P scales) and performance descriptors for pupils aged 5-16 with special educational needs (SEN) who cannot access the national curriculum. These apply to key stages 1, 2 and 31.
School is the most important place outside of the home for children and young people and, as such, plays a crucial role in helping to shape their health and well-being. There is a growing demand for evidence to assist schools to promote health and well-being ever more effectively. However, the gaps in professional culture and organisational priorities, between researchers and school practitioners, which contribute to limiting the quality of research about child health.
This article discusses a research project relating to early years practitioner knowledge of Fetal Alcohol Spectrum Disorders.