SEND

With SEND provision overstretched, more schools are setting up specialist classes to cope with demand. But these can negatively affect inclusion if they are not managed properly, warns Margaret Mulholland

It’s important to continue to raise awareness about dyslexia, but lesser-known literacy and language difficulties also deserve our attention, says Maggie Snowling

Increasing numbers of pupils are presenting with tic-like behaviours, so what can schools do to provide better support? Margaret Mulholland explains

Taking on a promoted role is a big move that requires some changes of approach and thinking, explains Adam Black

With research showing that up to 69 per cent of Sendcos plan to leave within five years, two experts share their advice on the steps schools can take to keep hold of these key members of staff

Differentiation still has a place in the EYFS classroom but adaptive teaching can help us to reset expectations, writes headteacher Julian Grenier

Adopting teaching strategies and behaviours to reduce stress for children with PDA will support all children to respond to the increased demands of the classroom, says Margaret Mulholland

As teachers report a rise in pupils presenting with attention deficit hyperactivity disorder, schools have been left to do their best to support these children with limited resources and expertise. Kate Parker investigates the increase in cases and the reasons behind it

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