SEND

When implementing adaptive teaching, it’s important that teachers consider both proactive and reactive strategies, explains Julie Wharton

Referring to pupils as ‘low-ability’ is damaging but all too common. Unless this changes, schools will never be truly inclusive, warns Margaret Mulholland

Children with rigid patterns of thinking will struggle to learn effectively, but a focus on cognitive flexibility can help boost outcomes, says Margaret Mulholland

Adaptive teaching is being billed as a more inclusive approach to SEND support. Margaret Mulholland looks at the benefits

Despite the dominance of digital time these days, the curriculum says that all children must learn to read an analogue clock by age 7. For some pupils with SEND, this presents specific challenges, says Liz Hawker, as she shares her advice

When developing their own assessment approaches, EYFS settings must ensure they are inclusive, responsive and adaptable, says Stephen Kilgour

Teaching assistant retention is in crisis, says Margaret Mulholland. So, what can schools do to tackle it?

If we want to move past ‘bolt-on’ approaches to SEND support, change has to start with school leaders, says Margaret Mulholland

Season 15 of Tes Podagogy has finished and we’re taking a break over the summer. But here’s a round-up of new episodes from the past six months

An evidence-backed computer programme promises to boost autistic children’s attention skills and, as a result, boost their learning. Kate Parker talks to the researchers to find out how, and why, it works

The Green Paper’s proposals for alternative provision will need thoughtful regulation if we are to strengthen rather than damage inclusion, says Margaret Mulholland

Too often, pupils with EHCPs are removed from the classroom, away from their teacher and peers – this is actively damaging to their progress, argues Margaret Mulholland