SEND

A greater awareness of the learning challenges that preterm children can face would help teachers to provide support where needed, writes Margaret Mulholland

Creating more special school places isn’t the answer to providing better support to SEND pupils, says Jarlath O’Brien

Neurodivergent pupils are not being defiant when their behaviour does not conform, warns this autistic teacher

SEND is full of acronyms you may not be familiar with – our handy guide will help you understand them

Evidence points to an under-diagnosis of female students with attention deficit hyperactivity disorder, resulting in a lack of support in school and jeopardising their mental health in later life, says Margaret Mulholland

Teaching students with special educational needs how to stay safe online presents some challenges, says Mark Harrington

While many children with additional needs have found the past year challenging, for some, the flexibility of remote learning has proved beneficial and should not simply be ditched when we get back to ‘normal’, says Heba Al-Jayoosi

It’s always tough being an NQT – and even harder in a special school. Here one new teacher offers his advice

Pupils with speech, language and communication needs may find it difficult settling back into school, says Alexis Doyle

Instead of characterising autism and ADHD as disabilities, schools should take a more balanced approach, giving as much attention to what a student can do as what they can’t, says Margaret Mulholland

Whether they’ve been learning from home or in school, pupils with special educational needs could find the full reopening challenging

When schools open up, many will use TA interventions to help catch-up – but there are pitfalls to avoid, says Rob Webster