SEN96 (Sept/Oct 2018) issue: proposed article outlines
SEN legal column
Douglas Silas, Douglas Silas Solicitors
In this issue, specialist SEN solicitor Douglas Silas will look at special educational provision (SEP) – what it is, who it is for, who provides it, parents rights in relation to SEP and legal issues arising.
Viv Grant, Director of Integrity Coaching, author and host of the Education for the Soul Conference
The article will discuss school leader recruitment and retention, and why so many school leaders are leaving the profession. It will look at how the role is changing, the increasing pressures on headteachers, and the need to give back autonomy to school leaders.
Clare Dangerfield, Policy Development Manager, Newlife Charity
The article will discuss the experiences of families with disabled children in relation to school trips. It will look at how the trip experience can be made as inclusive as possible, and the things that teachers need to consider when they are planning their trips, such as accessible facilities, access, and how the environment of the trip will affect children with SEN.
Choosing the right school for a child with SEN
Bernadette John, SEN Director, The Good Schools Guide
The article will address common fears that parents have about special schools, and talk about the different types of special schools available. It will provide pointers on how to choose the right one for your child, and how to judge whether a school is good or not.
Sally Payne, occupational therapist and patron of the Dyspraxia Foundation
Ahead of Dyspraxia Awareness Week 2018 the article will look at helping young people with dyspraxia to get ready for secondary school. It will focus on teachers of students in Years 5 and 6 and on teachers of students in secondary schools who may not have developed the skills they need to be successful. It will look at: what dyspraxia is, including motor and non-motor difficulties; developing and maintaining motor skills; managing different activities; handwriting and typing; manipulating tools/equipment; organisational skills; independence skills; and developing and maintaining self-esteem.
Victoria Crivelli, Malcolm Litten and Abi James of the British Dyslexia Association (BDA) New Technologies Committee
Ahead of Dyslexia Awareness Week, the article will look at enabling technology for dyslexic learners: how technology can help dyslexic learners overcome barriers to learning. Technology can assist not only with accessing the curriculum, but also with enabling learners to become more independent and providing support in exams. This article will provide an overview of the most common types of assistive technology and discuss how they can help learners succeed.
Social, emotional and behavioural difficulties (SEBD)
Amanda Cooper, writer/researcher for The Thrive Approach
The author talks to SENCOs about the day-to-day challenges of working with children/young people with social, emotional and behavioural difficulties (SEBD) and discusses some useful approaches to supporting these pupils at school.
Craig Goodall, teacher and ASD coordinator at Loughshore Education Centre, Belfast
With reference to a small, in-depth study conducted by the author as part of his doctorate, the article will explore how young people with autism feel about their time at school. It will look at the isolation at school experienced by the young people with autism involved in the research and their thoughts on the improvements that could be made to help make mainstream school more suitable for pupils with ASD. It will also examine these young people’s perceptions of inclusion and what it means to them.
Alexandra Strick and Deborah Hallford, Outside in World
The article will talk about how to make children’s books more inclusive and accessible and the value of more children’s books in translation being published in the UK to enrich our book landscape.
Debbie Hepplewhite MBE, Phonics International
In the second of a series of three articles on literacy and phonics teaching, Debbie Hepplewhite looks at the “Letters and Sounds” phonics resource produced in 2007 by the Government. What does a “Letters and Sounds” school typically look like, or is there, in reality, great variation in provision across “Letters and Sounds” schools? Does this suggest that what children receive in foundational literacy still amounts to chance? The author will challenge the claim that “Letters and Sounds” was ever the “high quality, six phase phonics programme” that it claimed. It is, arguably, only a framework, lacking in teaching and learning resources – meaning that teachers have had to translate the information provided into a phonics programme. The article will also look at the consequences of this and what needs to happen next to build on phonics provision to date.
Pearl Barnes, SEN consultant and specialist assessor and former president of nasen
The article will look at completing Form 8 applications for exam access arrangements: how to ensure your applications are compliant with Joint Council for Qualifications (JCQ) regulations. The regulations are tightened every year and the role of the SENCO has become more and more important in the completion of applications. Greater involvement of teaching staff is also needed, yet many SENCOs do not have any training in how to complete the application process and what information is required. This article will provide practical advice on how to collate the information needed to complete the forms appropriately.
The articles above are scheduled to appear in the above mentioned issue of SEN Magazine. Please note, though, that we cannot guarantee to include specific articles in specific issues.