SPECIAL EDUCATIONAL NEEDS
instructions into smaller, simpler pieces, or even providing occasional movement breaks in class. Specialist schools can produce customised education plans – usually called individual education or learning plans (IEPs or ILPs) that set out the support each child will get and what it is designed to achieve. Education, health and care plans (EHCPs) can also be issued if more substantial support is needed. Collaboration While the school or college special educational needs coordinator (SENCo) will usually take the lead in implementing, reviewing and amending support as students’ needs change, the process is often highly collaborative, involving everyone who has a role in the child’s education, including teachers, family and, of course, the young person themselves. Much of the support that’s offered happens in the classroom, so getting the environment right is a priority. Many SEN specialists talk about the importance of explaining the same thing in 20 different ways rather than 20 things in the same way to cater for different learning styles. A formidable amount of effort goes into thinking through every aspect of the learning process, from ensuring students know how to prepare and organise “A formidable amount of effort goes into thinking through every aspect of the learning process”
themselves to differentiating work with questions that range from accessible to highly challenging. Teachers might provide prompts or encourage students to dictate their thoughts into a phone to liberate them from dreaded blank sheet of paper moments during written tasks. Pastoral care Getting support right is ultimately a team effort that involves educators, parents and specialists in planning and implementing educational strategies – as
well as the students themselves – to build an inclusive approach that extends beyond the classroom and embraces pastoral care as well. Mainstream or specialist, state or independent, what comes across is the desire of dedicated learning support teams to ensure that schools in our area innovate and care, so they can do their best by children who need additional support to flourish in class. As awareness of neurodiversity grows, their goal is to unlock the potential of every learner with an approach that works for them.
CAMBRIDGE EDUCATION GUIDE 25
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