One of the key messages of the Special Educational Needs and Disability Code of Practice, first introduced in 2014, is that every teacher is responsible and accountable for every pupil in their class, including those with SEN. So what does this mean in practice for you as a class or subject teacher? Essentially, it requires you to understand every individual's needs, have a range of relevant knowledge and skills and have the confidence to try out some new approaches. This book is your essential guide to meeting these requirements. The Teacher's Guide to SEN details the areas of need teachers are most likely to encounter, including: speech, language and communication needs (SLCN); autism (or ASD); moderate learning difficulties (MLD); specific learning difficulties (SpLD), including dyslexia, dyspraxia and dyscalculia; social, emotional and mental health needs; and physical needs, including visual impairment (VI), hearing impairment (HI) and physical disability. It also provides a useful overview of the many potentially unfamiliar acronyms used in SEN. Special educational needs and disability (SEND) is an umbrella terms which covers a varied array of different needs. They may impact upon learning and cognition, behaviour, social interactions, or an individual's ability to access the curriculum and certain activities in the same way as their peers. With the appropriate support, these needs need not be a barrier to learning, as this book demonstrates. The Teacher's Guide to SEN offers practical hands-on strategies to ensure high-quality teaching for all, together with key facts, real-life case studies and questions for reflection. The comprehensive advice includes: defining special educational needs; understanding your responsibilities; identifying pupils with SEN and putting support in place as part of the graduated approach; contributing to SEN reviews and education, health and care plans (EHC plans); making reasonable adjustments in the classroom; delivering inclusive, high-quality teaching for all; raising expectations; classroom strategies, focused on feedback, planning, questioning, modelling and scaffolding learning; developing relationships with pupils and their families; effective partnership working with teaching assistants, parents and outside agencies; and tracking and reviewing progress and provision. Relevant to all primary and secondary practitioners, this is an essential point of reference for busy teachers, including trainees, NQTs or indeed any practitioner who would like to refresh their knowledge or gather some new ideas to try in the classroom.

Revised and updated to cover the changes resulting from the new Special Educational Needs and Disability Code of Practice, this book will empower your school to embrace the national changes which came into force in September 2014, by showing how to support every teacher as a teacher of children with special educational needs (SEN). Over recent years, the job of the Special Educational Needs Coordinator (SENCO) has become more strategic and will now include provision mapping, working in partnership with parents, supporting other colleagues, commissioning services, demonstrating pupil progress and ensuring value for money. In essence, it is a role which contributes significantly to whole-school improvement. The Perfect SENCO provides guidance for SENCOs and other senior leaders on working in a strategic way to support improvement. It will be of use not only for potential or newly appointed SENCOs, but also for those who are more experienced and wish to keep their day-to-day practice up to date. Including key information and practical tips, The Perfect SENCO is a useful point of reference for busy senior leaders. The book can be used to encourage reflection of current policy and practice, to support cultural or systemic change and to consider ways of coordinating SEN provision to successfully raise the achievement of pupils with special educational needs. This revised and updated edition is referenced against the Children and Families Act, the Special Educational Needs and Disability Code of Practice and up-to-date Ofsted guidelines. It will support SENCOs, inclusion managers and coordinators, SEN governors together with senior leaders to start implementing change effectively.