Pupil Voice
This resource will help you support pupils with an EHCP to contribute to their PCR meeting. PUPIL VOICE Facilitating Pupils [...]
SEND Model Policy and Information Report Prompts
This document provides guidance and prompts to help you when you are writing or amending your school SEN Policy and Information Report.
The Recovery Curriculum Resource pack – helping children back into school after lockdown.
The Recovery Curriculum is a framework that will help you support your children and young peoples’ re-engagement with learning after a significant break in face to face education. It is based on the work of Barry Carpenter and the Evidence for Learning team
Webinar: Supporting a child with vision impairment in schools
In this recording of our introductory webinar, we use a an example student (Eddie) to show how our Service supports a visually impaired student, explain conditions that cause vision impairment and examples of advice, technology and mobility/orientation for staff to ensure the student has access to the environment and curriculum.
Makaton signs relating to Covid-19
This document contains key Makaton signs related to Covid-19 which you can use as you talk to people about Coronavirus (Covid-19). Makaton signs are helpful for children and young people with communication needs and learning disabilities. The signs are designed to support spoken language - signs are used with speech, in spoken word order.
Covid-19 – Returning to school for students with a Vision Impairment
For pupils with a Vision Impairment (VI) the challenges of returning to a re-organised school are substantial. Although no two pupils or two school environments are the same, we hope this general advice may help you to consider how you can support children with a vision impairment within your school and classroom.
Webinar: Dyscalculia and Maths Learning Difficulties
This webinar looks at the signs and indicators of Dyscalculia and Maths Learning Difficulties in the primary and secondary classroom, discuss teaching strategies to address these needs and look at the screening and diagnostic process.
Covid-19 – Checking audiological equipment & reducing infection risk!
It is important to have a clear procedure in place for checking audiological equipment. This should ensure the safety of both the child and the adult.
Covid-19 – Returning to school for students with a Hearing Impairment
As we begin to prepare for the gradual return to school, it is important that staff are fully aware of the specific challenges students with HI will face and the impact these challenges may have.
Webinar Series: ‘My Understanding of Deafness’ for primary students
Unlike most of SENDsuccess’s material This 3 part course is designed for students themselves, rather than parents or teachers. This version is for primary students and aims to give them an understanding of deafness and what that may mean for a young person with a hearing loss.
Preparing to come out of lock-down: Social Narratives
These resources have been created by SENDsuccess to help children with autism, or other social communication differences/high anxiety, to prepare for the idea that lockdown will end, and things will begin to get back to normal, albeit a new and maybe different ‘normal’
Webinar Series: ‘My Understanding of Deafness’ for secondary students
Unlike most of SENDsuccess's material This 4 part course is designed for students themselves, rather than parents or teachers. It's for secondary students and aims to give them an understanding of deafness and what that may mean for a young person with a hearing loss. The four parts cover everything from types of hearing loss to how hearing can effect confidence, types of listening device and tips for looking after your mental health.
Understanding Communication: Intensive Interaction – Parent/Carer Guide
Tips for parent/carers on how to effectively use 'intensive interaction' at home.
Sighted Guide: Helping a vision impaired person navigate
A handy guide to help sighted people and vision imapaired people walk together comfortably and safely.
Webinar: Effective transitions for children with SEND in Early Years.
This webinar we look at what nurseries and pre-schools can do make the big move into Reception as smooth a possible, and the preparation that schools need to undertake to help the process.
Webinar: strategies to support dyslexic students in the classroom: spelling
This comprehensive webinar discusses the principles of effective teaching of spelling; how to aid student retention of new spelling patterns; how to plan and deliver effective spelling intervention sessions and how to mark spelling to develop students' confidence to write.
Advice and guidance on social distancing and the hearing impaired
This time of social distancing is difficult for everyone, but for people with a hearing impairment it brings many additional challenges. Here's what you can do to make things easier for your HI friends and colleagues.
Advice and Guidance for a Send Support Plan for Hearing Impaired students
All deaf children require a Send Support Plan. In this article we look at what information should be included on this plan to help schools fullfill their statutory duty.
Webinar: Supporting young people with hearing impairment in school – Part 1/4
In this, the first of four webinars on supporting young people with hearing impairment in mainstream school, we look at the nature of hearing loss– the different types and levels. We also give a short introduction to 'audiograms'.
Webinar: Supporting young people with hearing impairment in school – Part 2/4
In this, the second of four webinars on supporting young people with hearing impairment in mainstream school, we look at the different types of listening devices out there.
Webinar: Supporting young people with hearing impairment in school – Part 3/4
In this, the third part of four webinars on supporting young people with hearing impairment in mainstream school, we look at the impact of hearing impairment on language, literacy, social issues and mental health
Webinar: Supporting young people with hearing impairment in school – Part 4/4
In this, the fourth of four webinars on supporting young people with hearing impairment in mainstream school, we look at strategies that help children and young people with hearing impairment in school settings.
Webinar: Lego Therapy
Lego therapy, or Lego club, as many schools call it, can be helpful for children with ASC and social communication – its develops turn taking skills, collaborative skills, joint attention, negotiation and how to ask for and accept help and clarification.
Webinar: Supporting young people with Down’s Syndrome in school
In this webinar, we cover what Down's Syndrome is, the Learning Strengths and Needs of a young person with Down's Syndrome and an overview of how best to meet these needs within a Primary or Secondary classroom.
Top Tips for working with children with ADHD (Attention Deficit Hyperactivity Disorder)
Children and young people with ADHD need predictability, structure, short work periods, more individual instruction, positive reinforcement and an interesting curriculum. Building a positive relationship with the student will also ensure more successful outcomes. This article gives more detail on how to meet this need.
Webinar: What is dyslexia?
In this webinar we look at what dyslexia is - and how you can recognise it.
Intensive Interaction
Intensive interaction aims to enhance social interaction and communication skills for people who are still at the early stages of communication development.
Phonological Intervention for Dyslexic pupils
Whole class Phonics teaching that typically takes place in Reception, year 1 and year 2 of Primary school is hugely beneficial to dyslexic children in helping them encode the phoneme and grapheme correspondence in words – however, this alone is rarely enough.
How to use the Roger Phonak touch screen radio aid
A PowerPoint guide on how to use the Roger Phonak touch screen radio aid.
Precision Teaching – an introductory guide & webinar
In this Webinar and article, we explain Precision Teaching - an approach aimed at improving a student’s fluency in a skill where automaticity is required. Teaching objectives are ALWAYS specific and teaching sessions are daily, brief and timed.