On the 29th March, the UK Government published its Green Paper on the review of the SEND system. Entitled ‘SEND review: right support, right place, right time’, it sets out a series of ambitions, aims and aspirations for the way in which children and young people with SEND, their families and educators are supported through their time within the education system. We have provided a brief outline of the Government’s proposals on p10 of this issue, with a response from Annamarie Hassall MBE, nasen CEO and Chair of Whole School SEND (p12).
On p20 Douglas Silas gives us the current state of play regarding SEN Law, highlighting the key issues which the SEND review needs to address. Rick Bell (p59) considers how additional SEND funding can be put to the most effective use through the application of technology in the classroom.
These proposals from the Government are open for consultation until the 1st July, which means that everyone can offer their views on the proposals. This can be done online at the following site: send-review-division/send-review-2022/
The theme of collaboration and partnership is something that is highlighted in this issue. The sometimes difficult relationships between parents/carers and teachers is highlighted by
Debby Elley (p28), showing that inclusive collaboration can transform learning outcomes. Melanie Williams-Browne (p78) focusses on the ways in which collaboration between tutoring and classroom education can provide the optimal learning environment.
Speech and language are some of the most important elements in education. Dr Sharon Arnold (p33) demonstrates that being minimally verbal is not necessarily a barrier to literacy. Liz Elks (p38) offers a range of tips and strategies to develop speech and language skills in pupils. Joanne Jones (p42) offers some valuable advice to parents when they are confronted with questions about a child’s language development from friends and family.
Zafir Elcik (p24) gives us an in-depth look at the diagnosis practices of ASD, and presents research findings which indicate that the currently held view of gender differences in prevalence of the condition may be a result of diagnostic practice, rather than a real-world situation.
Colin May (p84) reflects on his experience of 40 years to identify the key elements of successful SEN teaching/support. Paul Keenleyside (p80) highlights the value of coaching as a skill in special school leadership.
Technology in the classroom is becoming an increasingly important topic. The use of on-screen literacy assessments is reviewed by Aimee Cave (p52), showing that such methods can provide valuable additional information about a pupils reading abilities. Nuno Guerreiro (p55) highlights the use of Virtual Reality headsets in the classroom as a method of introducing students to unfamiliar, and difficult, situations in preparation for real world experiences.
If you have something to say about the topics raised in this issue, have ideas for areas we should be covering, but aren’t – or just want to let us know your views and opinions – then contact me at email@example.com.
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