EDI Project - SEND Infographic

Awareness, Acceptance and Action

https://www.gov.uk https://educationendowmentfoundation.org.uk https://send-network.co.uk https://nasen.org.uk

Sources

strategies

Test these

Flexible groupingExplicit instruction Use of technology Scaffolding Cognitive and metacognative strategies

'All behaviour is a form of communication so when we are supporting a child who is feeling or presenting as dysregulated our first question should be why and what can we do to remove or reduce the stress, not what sanction needs to be placed on them for them to conform.' (Warren, 2023)

Neurodivergent? Consider this . . .

EEF recommends following these steps to improve outcomes of SEND pupils

Review

SEND can affect a pupil's ability to learn. They can affect their:

• behaviour or ability to socialise
• reading and writing
• ability to understand things
• concentration levels
• physical disability

In a nutshell

Over

pupils with SEND in England

of pupils in 1 class have SEND

30%

In one class there are two EAL pupils, five high ability, three Autistic, five pupil premium, 1 with cognition and learning difficulties, one with severe ezcema, one who sufferes with overwhelm and processing difficulties, one with epilepsy and one with hypermobility. These are the diagnosed SENDs.

The most common type of need for those with an EHC plan is autistic spectrum disorder and for those with SEN support is speech, language and communication needs.

1.5m

Do

Plan

Assess

WHO'S IN YOUR CLASSROOM?