Supporting Students with Special Educational Needs: A Basic Guide

Introduction

According to GOV.UK, over 1.5 million students in England have various special educational needs (SEN), an increase from 87,000 in 2022. Regardless of their learning difficulties or disabilities, these students should have the same opportunities as others in the classroom and have the best possible chances of success.

SEN students may need additional or different support to help them learn. Therefore, educational providers and educators must provide an inclusive learning environment where SEN students feel welcomed and valued, a sense of belonging and where they can reach their potential.

Inclusive learning environments are important as they recognise that every student is unique and has varying learning needs and ensure learning provision is person-centred. It also promotes understanding and acceptance where other students increase their awareness of SEN students’ unique needs and challenge stereotypes and prejudices. It builds positive relationships, makes the classroom environment more enjoyable and supports achievement.

Educators are fundamental in creating a positive learning environment to help SEN students learn and develop essential skills and get the best possible education. This guide aims to provide information, tips and advice on effectively supporting students with SEN in your educational setting.

Understanding Special Educational Needs

All children can have difficulties in their learning journeys at some point. While some overcome these challenges through support provided at home and in educational settings, others may need additional support to enable them to learn (Sense), i.e. they have special education needs (SEN) or special education needs and disabilities (SEND).

The Children and Families Act 2014 defines a child or young person as having special educational needs if:

“They have a learning difficulty or disability, which requires special educational provision to be made for them.”

For example, a child or young person is defined as having a learning difficulty or disability if they:

• Find it significantly more difficult to learn than most students the same age.
• Are prevented or hindered from using facilities provided for other children of the same age in mainstream schools or post-16 institutions.

There are four main categories of SEN:

• Cognition and learning.
• Communication and interaction.
• Sensory and/or physical needs
• Social and emotional mental health difficulties (SEMH).

As SEN can affect children’s and young people’s ability to learn, they may find it difficult to:

• Behave in a certain way.
• Socialise and make friends.
• Read, spell and write, e.g. if they have dyslexia.
• Concentrate and control impulses, e.g. if they have attention deficit hyperactivity disorder (ADHD).
• Do physical tasks and activities.
• Understand things and retain information.

SEN students can face diverse challenges in an educational setting and with their learning, such as:

• Poor attendance – students with SEN are more likely to be absent than their peers without SEN (Lereya et al., 2021). Absenteeism can be due to various barriers, such as bullying, interaction difficulties, sensory overload, etc. (Perryman & Engels, 2021).
• Risk of exclusion – according to IPSEA, students with SEND are more likely to be excluded from school than their peers, impacting their future learning and careers.
• Communication and social difficulties – SEN students often have difficulty expressing themselves and understanding social cues and may even be non-verbal. They can also find it hard to interact and work effectively in groups, which can be isolating.
• Emotional regulation difficulties – some SEN students have a hard time regulating their emotions and can exhibit behavioural issues. They can get more easily frustrated and anxious, leading to outbursts.
• Poor attainment and educational outcomes – SEN students have markedly worse attainment and poor outcomes (Children’s Commissioner) than their peers without SEN, especially in English and maths, as they can find it harder to learn. Sometimes, a culture of low expectations exists within the educational setting, which can impact their academic performance.

The Children’s Commissioner for England surveyed SEND children. You can read their experiences and challenges.

SEN legal framework

SEN in educational settings is subject to various legal frameworks, such as:

The Education Act 1996

• Laid the foundation for special educational provision for children and young people with SEN.

The Children and Families Act (CAFA) 2014

• It applies in England, and some provisions also apply in Wales.
• It requires children and young people (0-25) with SEN to be identified, their needs assessed, and provision to be made for them.
• Part 3 of the CAFA 2014 covers children and young people with SEN and disabilities.
• Section 100 of the CAFA 2014 contains schools’ duty to support pupils with medical conditions.
• Local authorities and schools must comply with the Act.

SEND code of practice: 0 to 25 years

• It applies in England.
• It is statutory guidance detailing the legal requirements that local authorities, health bodies, schools and colleges must follow.
• It details the provisions required for those with special educational needs under part 3 of the Children and Families Act 2014.

The Special Educational Needs and Disability Regulations 2014

• They underpin the CAFA 2014.
• They set out the statutory requirements for an Education, Health and Care (EHC) assessment and plan.

The Special Educational Needs and Disability Act 2001

• The Act establishes legal rights for disabled students in pre- and post-16 education and requires educational providers to make reasonable adjustments.
• The SEND Code of Practice accounts for the provisions in this Act

The Equality Act 2010

• Protects those who are classed as having a disability (protected characteristics) from discrimination, harassment and victimisation. It also requires reasonable adjustments for disabled people.

The Teaching Standards 2011

• Set the minimum requirements for teachers’ practice and conduct.

Different legislation is available for the other UK countries. The applicable laws are in the codes of practice/statutory guidance below.

Wales

• Special Educational Needs Code of Practice for Wales.

Scotland

• Additional support for learning: statutory guidance 2017.

Northern Ireland

• Code of practice on the identification and assessment of special educational needs.

IPSEA has further guidance on SEN and disability law. There is also a SEN glossary from the SEN Schools Guide.

Identifying Students with SEN

Children may be identified as having SEND early in life, on receiving a diagnosis or later in their education. Local authorities are legally required under the Children and Families Act 2014 to identify children and young people with special educational needs and disabilities. You, as an educator, also have a role in identifying students who may have special educational needs. Here are some strategies that may help:

• Discuss with parents/carers – as they know their children best and can provide useful insights. Ask them whether they have concerns about their children’s learning, behaviour or development and if they have noticed anything that could indicate they have SEN.
• Assess and observe – to detect any specific needs and challenges. Regular teacher assessment and observation of all ages and abilities are vital in identifying students with SEN. Look for signs of learning, behavioural and social difficulties. You can use observation checklists and screening tools.
• Measure their rate progress – to see if key development milestones (in younger children) and learning goals are being met. You can use these goals as benchmarks to measure students’ progress and identify any gaps or areas of concern.
• Measure performance against the national curriculum – to see if students are performing against age-related expectations, especially in English and maths. If students are not achieving as expected, they may require further assessment and support.
• Consult with external agencies/specialists – for referrals or recommendations.

Identifying students with SEN as early as possible is vital to provide them and their parents/carers with the most appropriate support and interventions. If identified at an early age, it will prevent them from developing problems which can continue into adulthood (McCormack, 2023). It will also promote their learning and development to help them develop key skills, such as communication, language, speech and social, and improve their overall chances and outcomes in education and life.

The following have a pivotal role in early identification and intervention:

• Observation and assessment – can make you aware of what students know and can do and how they are learning and developing. You can use the information gathered to identify their progress. If a child or young person has SEN, further assessments and classroom observations are typically undertaken to accurately identify their specific care and learning needs.
• Collaboration with parents – as they know their children best and can provide valuable insights and additional information on their children’s progress at home and in other settings. You can then use this information gathered from observation and assessment within the educational setting to seek further advice and assessment.
• Collaboration with specialists – such as Special Educational Needs Coordinators (SENCOs) and external specialists, e.g. Speech and Language Therapists (SaLTs) or Educational Psychologists (EPs). They have specific training to assess and identify students with SEN, which can help children and young people access the support they need as early as possible.

According to Tirraoro (2020), in some cases, less experienced staff have received no training to identify SEN. Therefore, educators and SENCOs must have appropriate training and experience to identify SEN students as early as possible.

Person-Centred Approach

Person-centred planning is paramount to ensure SEN students get the most appropriate support that meets their needs. It means putting children and young people’s needs, feelings and views at the centre of planning and support (Sense). They should be fully involved in any decisions that affect them, and adults should work with them to make them active partners (Council for Disabled Children). It is a statutory requirement to use a person-centred approach when assessing and planning SEN student’s needs (SEND Code of Practice).

Person-centred planning is a collaborative approach and is relevant in supporting students with SEN, as they will each have unique challenges, needs, learning styles, strengths, weaknesses, interests and preferences. What support is appropriate for one student may not be for another. Therefore, considering these varying characters in person-centred planning can help develop an individualised plan and set specific goals with students with SEN that align with them as a person and their requirements and aspirations.

A person-centred approach can help you better understand SEN students and meet their needs by tailoring teaching approaches and the learning environment. It can also help foster trust, build positive relationships and promote an inclusive environment where SEN students feel more included and heard, and their peers are more aware of their support role. Overall, it can enhance learning outcomes for all students.

Some examples of person-centred approaches to individualised education planning include:

• Individual Education Plans (IEPs) – provide information on a SEN student’s learning goals, what support and strategies they need to learn and how to monitor progress. The National Autistic Society has further information on IEPs.
• Education, Health and Care Plans (EHCPs) – are legal documents for children and young people whose needs and support requirements are beyond what a school can provide. A needs assessment is requested with the local authority, which can lead to an EHC Plan if eligible. Although local authorities draft plans, they require involvement from educators, specialists, parents/carers and SEN students. Action for Children has further information on EHCPs.
• Identifying what is important for and to students – it is vital to consider students’ interests, motivations and preferences (what is important to them) and the approaches and provisions required to meet their needs (what is important for them) to ensure planning is holistic (Teachwire).
• Person-centred tools – these are used to plan, organise and review, and you can use them to gather information from SEN students, e.g. PATH tool, One-Page Profiles and MAPP. Some further examples of tools.
• Meetings and reviews with students – having person-centred meetings or reviews with students and actively listening to them can help understand their needs and support requirements.

Further information

• Gray, A. and Woods, K. (2022), Person-centred practices in education: a systematic review of research. Support for Learning, 37: 309-335.https://doi.org/10.1111/1467-9604.12410.
• Gregory, R.& Atkinson, C. (2024) Young people’s views and experiences of person-centred planning: A systematic literature review. Journal of Research in Special Educational Needs, 24, 175–187. Available from: https://doi.org/10.1111/1471-3802.12623.
• IPSEA – EHC plans, EHC needs assessments and SEND Tribunal appeals.
• The Council for Disabled Children – What is Person-Centred Planning?

Differentiation and Adaptation

To meet the individual needs of students with SEN and consider their varying abilities, you should tailor learning instructions, support and resources, known as differentiation. It focuses on students’ strengths and weaknesses, and you base tasks on their abilities. You can implement it in various ways, such as:

• Making learning materials and content accessible.
• Introducing various activities and games to engage students and help them better understand the content.
• Introducing various projects to allow students to apply their knowledge and demonstrate what they have learned through challenging them.
• Setting up the classroom environment to ensure it is conducive to learning.

The SEND Code of Practice states, “high-quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN”. Therefore, it is statutorily required to use this principle within the classroom.

Many educators are moving towards adaptive teaching, more of a holistic approach. Like differentiation, it involves tailoring learning materials, content and the environment to meet students’ unique requirements. However, it differs as it focuses on the whole class, integrates SEN students and provides support when needed rather than treating them as separate entities. It aims to meet the learning needs of all students, regardless of their backgrounds or learning abilities.

Tailoring learning materials and content can involve modifying curriculum, instruction, and assessments to accommodate individual learning styles and abilities. The strategies that most educational settings adopt are as follows:

Quality First Teaching (QFT)  – was introduced in 2010 and is a teaching style and approach that focuses on high-quality and inclusive teaching for all students within the classroom. It encompasses differentiated learning, supportive strategies and ongoing assessment, e.g. visual timetables, individual sets of resources, ICT support, additional time, sensitive peer groupings and post-teaching. Twinkl has further information and examples of QFT strategies.

The ‘Three Waves of Intervention’ model – provides a framework for educators to follow to improve their teaching and make it more accessible and inclusive. The three waves are:

• Wave 1 Universal – involves Quality First Teaching.
• Wave 2 Targeted additional interventions – identifies students who need additional support, i.e. those who are not quite meeting learning and development milestones. It involves providing more targeted and personalised support, especially differentiated activities, e.g. speech and language therapy, nurture groups and precision teaching strategies.
• Wave 3 Personalised interventions – are for students who need more support than those in Wave two and can involve specialists and the creation of personalised learning programs. They often require an Educational Health and Care Plan (EHCP).

The differentiated and adaptive activities, materials, and assessments chosen will depend on the individual needs of SEN students, the subject and the age range/key stage. Here is further information and some resources with examples you could use (these are not endorsed but are just suggestions):

• Annie Altamirano – has some differentiated instruction tips.
• British Council – has some examples of differentiated learning in traditional language skills activities.
• CPD Online College – has some examples of activities seen in adaptive teaching.
• Mike Gershon – has a differentiation deviser containing 80 strategies, activities and techniques for differentiating, which can be used across the Key Stages and the curriculum. It is a free resource but does require signing up.
• STEM Learning – has some links for resources for differentiation in science.
• Teachwire – has examples of adaptive teaching in practice and teaching resources.
• Twinkl – have examples and resources for differentiation within the classroom.

Inclusive Classroom Practices

When a classroom is inclusive, it allows all students to access education and have equal opportunities to learn regardless of their needs, backgrounds and abilities. It also:

• Provides a supportive environment.
• Makes all students feel welcome, valued and respected.
• Celebrates and respects diversity.
• Accommodates each student’s unique needs.
• Removes barriers to learning.
• Challenges bullying, discrimination and prejudice.
• Ensures students are treated fairly.
• Helps students reach their potential.

You should adopt inclusive classroom practices that benefit all students, including those with SEN, for example:

• Be flexible and adapt regarding teaching approaches and have different resources available to meet students’ learning styles, e.g. adapt written content for visual learners.
• Consider the presentation of learning materials. It does not mean you need hundreds of different worksheets, but making minor adjustments where necessary can make a significant difference.
• Provide different learning setups, i.e. have a mix of individual, pair and group work, creative and physical activities, and computer work and reading.
• Remove/minimise barriers and make the learning content and environment accessible, e.g. adapting sports activities for wheelchair users.
• Ensure teaching is consistent in the classroom to help create an inclusive learning experience for SEN students.

An inclusive classroom is one with a supportive and welcoming environment that celebrates and promotes equality and diversity. Here are some strategies to achieve this:

• Set clear boundaries, expectations and rules regarding classroom behaviour. Educational settings should have various policies and procedures, e.g. anti-bullying and behaviour, and ensure they are reinforced.
• Challenge negative attitudes, bias and bullying within the classroom, and teach students about the harm discrimination, prejudice, and stereotypes can cause.
• Incorporate diverse and multicultural themes in lessons and teach students about various religions, cultures, races, and disabilities. Have events to celebrate and encourage students to share their languages, traditions and personal stories.
• Make reasonable adjustments where required and ensure students are involved in their selection and implementation.
• Avoid language, resources and materials that unintentionally reinforce stereotypes. Use those that challenge stereotypes, reflect diversity and celebrate the accomplishments of underrepresented individuals.
• Provide opportunities where students can work in diverse groups and collaborate on various activities, e.g. open discussions and projects.

An essential aspect of creating an inclusive classroom is fostering positive relationships, collaboration, and peer support among students. It can engage and motivate them to learn and help them develop social skills, which can help improve their academic outcomes. It can also promote understanding and encourage them to look out for each other, enhancing their well-being.

Collaboration with Specialists

You will collaborate with various people within your educational settings, such as other educators, special education professionals (i.e. SENCOs and pastoral leads), and support staff. You may also work with external stakeholders, such as local authorities, specialists and health and social care professionals.

Collaboration is essential in educational settings and benefits all students, particularly those with SEN. All specialists will have their area of expertise and can share their knowledge and resources and help identify strategies and best practices. Working together can create a supportive learning environment central to effective inclusion (Mulholland & O’Connor, 2016). It ensures students with SEN receive individualised support and interventions that meet their needs, which can improve their outcomes.

Collaboration needs to be effective for the best of the SEN students requiring support, and some strategies that can help include:

• Regularly communicate – to discuss student’s needs and progress, identify concerns and determine any additional support required. Meetings can be face-to-face, via email/conference calls, or over the phone.
• Establish clear roles and expectations – to ensure everyone understands who is responsible for what and the shared goals that all want to achieve.
• Co-plan – to support one another in planning SEN provision and to meet the needs of students. It can promote efficiency, avoid duplication, and bring expertise, new ideas and suggestions.
• Share and pool resources and expertise – to pass knowledge, skills and best practices to others in the multidisciplinary team, which can help tailor teaching and learning environments to meet SEN student’s needs.

A vital aspect of collaborative working is having regular multidisciplinary team meetings. These meetings enable collaborators to share their insights, discuss SEN student’s needs and plan interventions collectively. It can benefit team members, as everyone remains informed via regular progress updates so their knowledge is current. It also benefits students, as the diverse knowledge and skills within the team and reviews can contribute to tailored and better SEN provision.

Collaboration can also help team members develop individualised support plans for students with complex needs, which can help them access the curriculum to reach their full potential. Plans are working documents that should be subject to a regular review. When specialists work with SEN students and their parents/carers, they can ensure the plans continue to meet student’s needs.

Assistive Technology and Tools

The Assistive Technology Industry Association (ATIA), defines assistive technology (AT) as:

“Any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.”

Assistive technology and tools have an important role in supporting students with SEN, as they provide them with independence, make learning accessible, increase participation, help to remove barriers to learning and promote inclusivity in the classroom environment. It also helps educational providers and educators comply with the reasonable adjustment requirement under the Equality Act 2010.

In a digital world with technology that is continuing to develop and evolve, it is no surprise that there are now innovative technologies and adaptive devices that can enhance access to learning and participation in classroom activities. Some examples include:

• Artificial intelligence.
• Audio recorders.
• Electronic note-taking devices.
• Screen readers.
• Scanning and reading pens.
• Speech recognition software.
• Virtual reality.
• Specialised apps.
• Magnification software.
• Modified equipment, e.g. adaptive keyboards.

The selection and implementation of assistive technologies and tools will depend on the individual needs and goals of the SEN students. There is no one-size-fits-all solution. Here are some things to consider:

• Identifying needs – conduct assessments, interviews and observations and discuss needs with SEN students and parents/carers. Also, consider the student’s age, development level and learning style.
• Unique requirements – in addition to the student’s needs, consider what the student likes and dislikes and their strengths and weaknesses to find a personalised solution. If the student does not like or cannot use the technology provided, they are unlikely to use it or may struggle with its use.
• Compatibility – the technology and tools must be compatible with teaching and classroom environments. SEN students should not feel isolated, and other students should not feel excluded. Also, it should be compatible with the technology and tools the student uses at home.
• Usability – for technology and tools to be effective, they must be user-friendly, and students should be able to use them independently after initial teaching.
• Affordability – consider initial and ongoing costs, as some technologies and tools can be expensive. Look at various available funding options to see if there is financial support.
• Sustainability – consider whether the product/service requires ongoing technical support and whether it requires updating and part replacement.

When choosing assistive technologies and tools, try not to concentrate on the student’s limitations and instead focus on what can enhance their abilities.

Further information

• UK – The use of assistive technologies for assessment.
• Nasen – Assistive Technology.
• The Education and Training Foundation – Making Learning Accessible.

Supporting Social and Emotional Well-Being

Students with SEN have various unique needs, including social, emotional and mental health. They may experience numerous difficulties and struggle to manage their emotions and behaviour. As a result, they can have trouble building and maintaining relationships and face barriers to learning. They can also find it hard to connect and communicate with their peers.

Recognising and addressing these needs can create a positive learning environment and help SEN students develop self-esteem, resilience, and positive relationships. Here are some strategies that can help:

• Understand students – every child and young person with SEN faces different challenges and has distinct needs. It is vital to understand their social, emotional, and mental health (SEMH) needs and challenges and address them as individuals. It creates an inclusive and supportive environment where they are provided with the necessary skills to thrive in the classroom.
• Accept students for who they are – regardless of what challenges and needs a SEN student has, it is crucial to recognise their strengths and qualities and not be judgemental or make comparisons with others. It will help SEN students feel more accepted, which can help boost their confidence and self-esteem.
• Encourage peer interactions – provide SEN students with various opportunities to interact and communicate with their peers, which will help them develop their social skills. It also enables other students to understand and accept SEN students, thus contributing to an inclusive classroom.
• Involve SEN students in decision-making – allowing them to have a say in their learning and within the classroom can improve their confidence and foster positive relationships. It also helps them take ownership of their decisions, which can build resilience and promote their self-worth.
• Teach self-regulation – work with SEN students and teach self-regulation skills, such as goal setting and time management, to improve resilience and self-esteem. Get them to view errors and failures as opportunities for growth.
• Embrace and celebrate differences and diversity – to promote acceptance and an inclusive environment, it is crucial to celebrate each student for their uniqueness.
• Be positive and encouraging – provide positive reinforcement and acknowledge and reward SEN students’ progress and achievements. It can enhance engagement and motivation and build self-esteem and resilience.

SEN students can find it difficult in the classroom, so fostering a culture of empathy, acceptance, and inclusivity will help them feel comfortable and supported, making it more likely that they engage in learning and perform better academically.

Further information

• Devon County Council – Toolkit of evidence-based interventions to promote inclusion of children with SEMH needs – Support for schools and settings.
• First Discoverers – Social and Emotional Wellbeing of Children with SEN.
• Ofsted – Supporting SEND.
• Oxfordshire County Council – Early Years SEND toolkit – Social, emotional and mental health needs.

Parent and Family Engagement

Parents and families know their children the best and can work with you to ensure students with SEN receive appropriate support. According to  Mullin, one of the best resources educators can access is the knowledge, wisdom, and support of parents/carers. They can provide essential information and valuable insights about their children’s needs, strengths, interests and challenges. You can use this information to tailor learning content and the classroom environment.

Involving parents and families can make them feel included and respected, making it more likely they will collaborate and communicate. They will want to be more involved in educational activities, which can positively impact their children’s learning and development in the education setting and at home.

It is also crucial to involve parents and families for legal reasons. The Early Years Foundation Stage (EYFS) framework and the SEND Code of Practice require educators to collaborate with parents, share information, and involve them in decision-making processes.

When you involve parents and families, it can help build partnerships. Some examples of strategies to help are as follows:

Regular communication

• Communicate with parents and families regularly, including informal conversations.
• Keep them updated on their child’s achievements and attainments. Focus on the positive!
• Ensure all parents can access communication channels, especially those with diverse needs.
• Use various communication methods and ask parents which they prefer, i.e. letters, emails, text messages, online messaging, phone, apps, etc.
• Keep parents informed by regular emails, newsletters or digital platforms.
• Schedule regular meetings or parent-teacher conferences to discuss children’s progress and address any concerns.
• Arrange events, workshops or seminars specifically for parents.
• Conduct surveys to seek feedback from parents about what can be improved.

Involvement in decision-making processes

• Ask parents and families to contribute to their children’s educational journeys so they feel involved and that their opinions matter. They could volunteer in classrooms or on field trips and school events.
• Involve parents and seek their input on various matters, such as curriculum changes, activities, programs and initiatives.
• Set up committees specifically for parents, where they can be actively involved in creating policies and practices. They could participate in areas such as curriculum or safety.

Sharing information and resources

• Share your educational setting’s policies and procedures regarding SEN so parents and families can understand the support their children will receive while in the learning environment.
• Ask parents and families what information they would like to receive that they do not have already.
• Signpost parents and families to resources that can help them support their SEN children at home. Seashell has some top resources.

Parents and carers are pivotal in their children’s learning and development. Here are some tips for supporting parents in advocating for their child’s needs and accessing community resources and support services:

• Make them aware of what being an advocate means, i.e. ensuring their children’s needs are met and their rights respected (Action For Children).
• When communicating with and supporting them, avoid professional jargon so it is easier for them to understand their role.
• Encourage them to build strong partnerships with the SENCO (if you are not undertaking this role).
• Inform them of changes in SEN policies and guidelines, whether statutory or within the educational setting. Continuous professional development (CPD) can make you aware of any changes.
• Provide them with information and resources from your specific setting, e.g. leaflets and website.
• Signpost them to training opportunities where they can learn more about their children’s needs and SEN. Kent County Council has a list of courses (some of which are free).

Let them know where they can access further information and support. Some examples include:

• Department for Education- SEND: guide for parents and carers.
• UK – Children with special educational needs and disabilities (SEND).
• Independent Provider of Special Education Advice (IPSEA).
• Action For Children – Special Education Needs and Disabilities (SEND) – Support for Parents.

Conclusion

Millions of children and young people have SEN across the UK and have a right to an education like everyone else. Each of them will have specific needs and challenges regarding learning and developing skills. Education providers and educators are fundamental in ensuring learning is accessible to students with SEN, and engaging with parents, carers, and families is a crucial aspect of achieving this goal.

It is vital to identify students with SEN in the education setting, adopt person-centred planning and collaborate with specialists to ensure they receive support that meets their needs, helps them reach their full potential and enhances their outcomes in education, career and life. Not only is this the right thing to do, but it is also a statutory requirement reinforced by the SEND Code of Practice.

In the classroom, you must adopt inclusive practices and provide individualised support for students with SEN. You can use differentiation and adaptive teaching to tailor learning instructions, support and resources and adopt inclusive classroom practices to enable all students to access education and have equal opportunities to learn regardless of their needs, backgrounds and abilities. You can also choose the most suitable assistive technology and tools to enhance SEN students’ abilities.

You can only effectively support students with SEN if you have the knowledge and skills to understand what is required and your role in making learning accessible and inclusive. Therefore, continue learning and collaborating with colleagues, families, and specialists to create supportive and inclusive learning environments for all students.