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​​​​​​​​​Welcome to the hidden web page of the summer 2017 SEND Forum. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!


e_SEND Forum Summer 2017.pdf

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e_Handout_SEND_Forum_Summer_2017.docx


SEND updates

Latest news from the DfE – school accountability update

Page 21 of the document above highlights the changes to progress measures that we discussed at the last Forum. This is the outcome of the seminar I attended at the DfE in February. 
Some good news!!

A fascinating development in the world of primary assessment! 
The House of Commons education committee has today (2nd May) released a detailed report setting out a range of warnings over the government's reforms to primary assessment. The links below will take you to the TES report on this development, and to the original report.​



P scales: attainment targets for pupils with SEN 2017

P scales: attainment targets for pupils with SEN 2017​


RESOURCES AND CPD

​The University of Bath and Future Learn have produced a free online course called 'SMART-ASD: Matching Autistic People with Technology Resources'. It is about determining the most appropriate technological resources for children with autism and/or intellectual (learning) disabilities. Most children with a diagnosis of Autism Spectrum 

Disorder (ASD) also have an Intellectual Disability (ID) – or Learning Difficulty. However, this group is hugely under-represented within research and knowledge regarding this specific group can be hard to find. On this course, you will get more of an understanding of ASD 

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and ID specifically. Then it will explore how technology can be used to best support this group, introducing you to the SMART-ASD app that identifies the skills and needs of children with ASD and ID so that the most suitable technologies can be identified to support them. 

Visit: SMART-ASD​

 

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Braveheart Education have produced a helpful booklet called 'Attachment and Trauma Issues in Educational Settings Supporting looked after, adopted and vulnerable children'.  

It can be downloaded for free from:  Braveheart​   Be patient if it takes a little while for the link to come through to your email address.

 







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Just a reminder that the Centre for Literacy in Primary Education (CLPE) produces the reading and writing scales, to be used as a professional development and progression tool. They are summative assessment scales, but are designed to support and develop teacher subject knowledge in literacy development.

Visit: Reading and Writing Scales​



The Innovate My School Guide 2016/2017 contains some interesting articles on arts in SEN, along with ideas for classroom management, parental engagement and any other topics. 

Visit: Innovate my School  or  past guides​  for past copies

 

STRATEGY AND POLICY

Consultations on the future of primary assessment and the Rochford Review are now open on the Government website. This is a chance to voice your views, and the consultation lasts until 22nd June 2017. 

Visit: Consult​

An interesting commentary by Michael Tidd can be found here

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Heather Stack summarises the outcomes of Local Area SEND Inspections in her article on page 26 of the SEND Magazine. Visit: 

 Local Area SEND

 Specific Language Impairment (SLI) is now known by a new name: Developmental Language Disorder (DLD). Children with DLD have persistent difficulties in the understanding and/or production of spoken language. The cause is usually unknown – in fact DLD emerges as children develop often before they start school, rather than being acquired or associated with a known cause.  DLD is identified when:

    • language problems carry on into primary and secondary school, and beyond
    • there is a significant impact on everyday social interactions or educational progress
    • there are particular difficulties with understanding language …
    • ... but usually problems across a number of aspects of language, such as being able to use sounds, words, sentences, being able to use language to communicate

Find out more here

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Factsheet available here 


Parents believe schools should teach lessons in mental health. Nearly eight in 10 parents believe their children should be taught lessons in mental health, a survey has revealed. According to the poll, 79 per cent of parents felt pupils should receive lessons in mental health, while 45 per cent believed their child's school was failing to look after their mental well-being. The YouGov survey of nearly 1,000 parents comes as more than 50,000 people have signed a petition demanding that classes in mental health be made compulsory in all schools in the UK.

Read more here

 

RESEARCH

Teaching children according to their individual "learning style" does not achieve better results and should be ditched by schools in favour of evidence-based practice, according to leading scientists. Thirty eminent academics from the worlds of neuroscience, education and psychology have signed a letter to the Guardian voicing their concern about the popularity of the learning style approach among some teachers

Read the article here

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An interesting piece of research is being carried out by Virginia Kay and Clare Woolhouse, examining what inclusion looks like. A set of photographs have been published on the website of Article for Alliance for Inclusive Education (ALLFIE).  The work uses photo elicitation methods by giving cameras to several children and young people and asking them to capture examples of inclusion and exclusion. The project is very illuminating and thought provoking. To learn more about the project, visit: ALLFIE​   

The researchers are seeking responses comments and feedback from interested parties to the photo images presented. To contribute, visit Comments  

Note that these images make a very good set of resources for a classroom debate with pupils around what inclusion is.

 

Helen Driver, PhD Researcher in Autism, Family and Communication, Northumbria University and Joanna Reynolds Research Psychologist and Senior Lecturer in Child and Family Wellbeing report for The Conversation on how we can help children with autism interact and feel more included. 

Visit:  Schools Improvement 

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There has been an interesting turn of events in our understanding of how the memory works. Recent research now challenges the long-held belief that memory is initially created in short-term memory before being transferred to long-term memory. Evidence now suggests that two memories are formed simultaneously, being retained in long-term memory. For more detail, visit: Memory

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You may be interested in this blog from Kate Nation, University of Oxford, discussing the distinctions between learning to read and learning to comprehend. In it she attempts to clarify the question of 'chicken or egg'. In other words, do children who have poor oral language in infancy go on to have poor reading comprehension; or is it that children with poor reading comprehension tend to have poor oral language because of their lack of access to reading and their understanding of it? She focuses on three aspects:

Memory and language comprehension. 

Oral language in children with poor reading comprehension. 

Implications for intervention.


To find out more, visit: Read Oxford

 A HIDDEN GEM!

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Pictures '… are immediate; they stimulate the imagination and promote creativity. Children who often 'sit back' are able and willing to contri

bute. They learn that their opinions matter.' This site started as a blog, but has grown into a treasure-trove of pictures and images that can be used '… to stimulate discussion and develop vocabulary, as a prompt for creative writing, a reading comprehension activity (with a mix of literal, inference, deduction and prediction questions), or as a starting point for a wider curriculum lesson.' If you haven't discovered Once Upon a Picture yet, then visit once upon a picture​ It's a lovely place to be!


SEND training

​Do You Think s/he's Autistic?

 Reachout ASC ​

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Lynn's Book can be purchased below:

How to Support Pupils with Autism Spectrum Condition in Primary School​


The National Autistic Society​


EYS autism observation profile

Visual timetable link​


 Sensory Stories 1

Sensory Stories 2

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Intensive Interaction​


'Can You Make It To The End?'​

 


 'Playing With Toys'

 


Autism Diagnosis.pdf

Echolalia - What It Is and What It Means.pdf

The Coventry Grid​


My SEND issue is …

Assessment & QFT for SEN - An introduction to the Birmingham SEN Toolkits 

An Introduction to the Birmingham SEN Toolkits.pptx

Core Maths Framework - NPV AS (original) SAMPLE COPY.pdf

Core Maths Framework - NPV AS (pupil version) SAMPLE COPY.pdf

Langauge and Literacy Teaching and Learning Ideas Example.pdf

Maths Number and Place Value T & L ideas Band 7 SAMPLE COPY.pdf

READING CONTINUUM (original) SAMPLE COPY.pdf

READING CONTINUUM (pupil friendly) - SAMPLE COPY.pdf

TPT Information.pdf

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Next steps in SEND

Plenary

ACTION PLAN.docx

Inclusion Forums 2017-2018

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