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Identifying and assisting students with special education needs and…
Identifying and assisting students with special education needs and disabilities (SEND)
by Aaron Russo
Lack of progress identified related to
academic attainment
or
emotional and social well-being
observations by key staff
Review of whole school progress data
observations by parents
screening and assessments of in-year pupil admissions
Information gathering
and sharing views with family and student
combined meeting (depending on circumstances)
student only meeting
parent only meeting
Prompts and ideas to support meetings and dialogue with
parents
and
carers
and
students
to gain their views on what is going well, areas of difficulty and the nature of support to enable progress
This should ideally be led the class teacher or grade tutor, supported by Special Education Needs coordinator (SENCO) or other relevant adult as required
Feedback from student and families indicates that needs could be addressed through
refinements
to teaching arrangements and or
targeted interventions
Consideration of other
individual circumstances
affecting progress.
Time limited, targeted interventions
focussing on key
areas of concern
Despite adjustments to teaching arrangements and or interventions there is
limited or no progress
and/or
concerns
still remain
Student is likely to have special education needs (SEN) and will require further assessments
ASSESS
: Further individual assessments supported by SENCO and other key staff determine underlying needs and difficulties posing barriers to learning.
Possible referral to Speech and Language Therapy
Possible referral to Educational Psychologist Service
PLAN
: Follow up meeting or further contact with family (and student as appropriate) to confirm that student requires additional support
2 more items...
PLAN
: Support plan with short term targets and details of additional provision shared with parents and pupils.
2 more items...
A pupil has SEN where their learning difficulty or disability call for provision different from or additional to that normally available to students of the same age.
Feedback
from student and families indicates issues
Review of existing teaching arrangements
to meet needs
impact of any targeted intervention already delivered (available to all students)
Check teachers are already using their own assessment data to identify strengths and barriers/gaps in learning and are using this information to inform differentiated planning
Audit tool to support observations and discussion with teachers led by SENCOs, subject leader or specialist teachers to inform any
adaptations
in
access arrangements
and
differentiated planning
as required.
.