Download Teaching Primary Special Educational Needs (Achieving Qts) by Jonathan Glazzard PDF

By Jonathan Glazzard

At the present time, there's elevated emphasis at the assurance of certain academic wishes in preliminary instructor education. This finished advent starts by way of taking a look at inclusion coverage and the way limitations to success will be got rid of. The SEN Code of behavior is defined and designated assistance on person schooling Plans (IEPs) is integrated. The ebook then is going directly to supply functional recommendation at the instructing of kids with detailed academic wishes in analyzing, speech and language, the autistic spectrum and behavioural, social and emotional problems. eventually, the booklet considers the broader context taking a look at partnerships with mom and dad, carers and pros in different companies.

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Extra resources for Teaching Primary Special Educational Needs (Achieving Qts)

Example text

At the meeting strategies were discussed and shared to address the immediate concerns. One of the targets agreed at the meeting for Ben’s IEP was that Ben’s use of pointing and isolated words should be followed by a modelled simple phrase or sentence, which conveyed the same meaning. For example, Ben pointed and said cat. The adult modelled this by saying there’s a cat. The parents were encouraged to share this strategy with immediate family members and all adults who had regular contact with Ben.

The role of the SENCO is to take the lead in further monitoring and assessment. Children at this stage may 20 The Special Educational Needs Code of Practice receive additional support from support staff but this might not always be appropriate and the nature of the intervention will depend on the specific needs of the child. Targeted differentiation or the use of specialist equipment to overcome barriers to learning might constitute reasonable adjustments to the provision at this stage. The strategies adopted or interventions are recorded on an Individual Education Plan (IEP).

38 images; charts; spoken word; ready-made texts; ICT; sorting and labelling; symbols; scribing; numbers. 1 Learning and cognition 39 Learning and cognition Examine each of these strategies in turn. Which have you seen used in your placement schools? Were any not used? Did you see any other strategies used? Which were the most successful? Suggestions for teaching and learning strategies with key visuals and graphic organisers . Use graphic devices within text: for example, highlighting, underlining, arrows to connect ideas, bullets and numbers, and space.

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