Creative methods to promote spiritual thinking Play Practical. SEND Delivered by Rebecca Loza Centre-based Training School-based Training Student Assessment methods Session 1 Introduction to SEND Have a good Complete pre-course School and class An introduction to the key understanding of reading: mentor discussions features of the SEND Code of SEND and Inclusion and observations. Practice. Policies and their Tutor SEND code of practice: Definitions of SEN relating to implications for assessments. 0 to 25 the Code of Practice. mainstream practice. profiling A school approach Identify SEND task. towards inclusive education for and out a range Portfolio of Peer and Reed G, SEND pupils. of assessments. evidence. Special Educational Behaviour management Plan for children Needs a Guide for strategies for SEND. with SEND across a Inclusive Practice, Communicating with parents range of subjects. SAGE Publications Ltd, of SEND pupils. With the 2011 teacher or SENCO write specific targets Kutscher M L, Kids in for pupils. the Syndrome Mix of Practise the ADHD, LD, Asperger's necessary skills to and More! Jessica communicate with Kingsley Publishers Ltd, parents regarding 2007. SEND and carry out reviews. Discuss the complex relationships between SEND and behaviour. Session 2. Specific needs and planning for Have a Complete School and inclusion reasonable working recommended reading mentor discussions ASD, Dyslexia, dyscalculia knowledge of Autistic and observations. and dyspraxia. Spectrum Disorder, Tutor Addy, L. (2003) How to Inclusion and the implications Speech and assessments. understand and support for planning. language difficulties, Pupil profiling children with Working with learning Developmental task. DYSPRAXIA LDA support assistants. To have a delays and a range Portfolio of Dr Green, C. and Dr greater insight into the vital role of of Physical evidence. Chee, K. (1995) the TA, yet their need for you to disabilities. Understanding ADHD. be the expert. Identify Vermilion. Tracking progress for SEN classroom Hartshorne, M. (2011) pupils. management skills Misunderstood Hello. Classroom management. and develop to The Communication create a fully Trust. inclusive classroom. Hulme, C. and Snowling, Observe and M (2009) Developmental discuss a range of Disorders of Language specific additional Learning and Cognition.
Creative methods to promote spiritual thinking Play Practical. SEND Delivered by Rebecca Loza Centre-based Training School-based Training Student Assessment methods Session 1 Introduction to SEND An introduction to the key features of the SEND Code of Practice. Definitions of SEN relating to the Code of Practice. A school approach towards inclusive education for SEND pupils. Behaviour management strategies for SEND. Communicating with parents of SEND pupils. Have a good understanding of SEND and Inclusion Policies and their implications for mainstream practice. Identify SEND and out a range of assessments. Plan for children with SEND across a range of subjects. With the teacher or SENCO write specific targets for pupils. Practise the necessary skills to communicate with parents regarding SEND and carry out reviews. Discuss the complex relationships between SEND and behaviour. Complete pre-course reading: SEND code of practice: 0 to 25 Peer and Reed G, Special Educational Needs a Guide for Inclusive Practice, SAGE Publications Ltd, 2011 Kutscher M L, Kids in the Syndrome Mix of ADHD, LD, Asperger's and More! Jessica Kingsley Publishers Ltd, 2007. School and class mentor discussions and observations. Tutor assessments. profiling task. Portfolio of evidence. Session 2. Specific needs and planning for inclusion ASD, Dyslexia, dyscalculia and dyspraxia. Inclusion and the implications for planning. Working with learning support assistants. To have a greater insight into the vital role of the TA, yet their need for you to be the expert. Tracking progress for SEN pupils. Classroom management. Have a reasonable working knowledge of Autistic Spectrum Disorder, Speech and language difficulties, Developmental delays and a range of Physical disabilities. Identify classroom management skills and develop to create a fully inclusive classroom. Observe and discuss a range of specific additional Complete recommended reading Addy, L. (2003) How to understand and support children with DYSPRAXIA LDA Dr Green, C. and Dr Chee, K. (1995) Understanding ADHD. Vermilion. Hartshorne, M. (2011) Misunderstood Hello. The Communication Trust. Hulme, C. and Snowling, M (2009) Developmental Disorders of Language Learning and Cognition. School and mentor discussions and observations. Tutor assessments. Pupil profiling task. Portfolio of evidence.
SCITT-Taught-Course.docx