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SEND in the Mainstream Classroom

4 hours
All levels
0 lessons
0 quizzes
0 students

SEND in the Mainstream Classroom

Programme Overview
Topic
Inclusive practice
Delivery ModelOnline Face to Face session
What is Included
  • Certificate of attendance.
  • Access to hidden web page which includes slides, handouts, e-handouts, resources, web links, further reading, references and participation instructions.
  • Course material (if applicable).
Cost
  • AED 600 per delegate plus 5% VAT
  • Discounts available for 3 or more delegates from the same school.
  • If you would like bespoke, in-school training for a group of your staff, please contact Rebecca Annand, rebecca@infinitelearning.ae, who will be able to assist you.
Deadline booking date:

Wednesday 2nd February 2022

 
Face to Face Online sessionsProgramme breakdown

Tuesday 29th March 2022
and
Wednesday 4th May 2022

4:00pm to 6:00pm UAE time

  • 4 hours of online virtual live F2F training.
  • 2 hours of inter-sessional tasks and post-course application/reflection. 
Platform:
ZOOM
Target audience

PRIMARY – All primary class teachers, new and experienced. 

Aims of the course
  • To clarify understanding of what special educational need is, and what it is not.
  • To begin to understand some of the cognitive processes involved in learning, and what they might look like in practice.
  • To understand a range of practical teaching and learning strategies that enable all learners to achieve in mainstream lessons.
  • To appreciate some of the reasonable adjustments that might be made to enable access to the curriculum.
  • To critically evaluate some of the components of an inclusive lesson, and the strategies that might be employed.
Intended outcomes
  • To clarify understanding of what special educational need is, and what it is not.
  • To begin to understand some of the cognitive processes involved in learning, and what they might look like in practice.
  • To understand a range of practical teaching and learning strategies that enable all learners to achieve in mainstream lessons.
  • To appreciate some of the reasonable adjustments that might be made to enable access to the curriculum.
  • To critically evaluate some of the components of an inclusive lesson, and the strategies that might be employed.

Jayne Worrall

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Jayne has considerable experience in managing and supporting children with social, emotional and mental health difficulties and has provided support and advice to schools within Warrington Local Authority as an SEMH Lead Teacher. She has also been part of a team of reviewers for Peer-to-Peer Reviews of whole school SEND; chaired her local SENCo cluster; served on EHCP Provision & Placement panels and supported ‘new to role’ SENCos within the LA. Additionally, Jayne has spent over 10 years as a SENCo, leading inclusion at her last school to Inclusion Quality Mark (IQM), Flagship status, in 2020. The 3-year project for IQM enabled Jayne to work with Zena Martin and Wendy Lee (Lingo Speech) to develop Speech, Language and Oracy throughout the school. This led to Jayne being invited to speak about the journey and impact of the project at the University of Bath’s inaugural Developmental Language Delay (DLD) Parents Conference in October 2019. Jayne has been a primary school teacher, in Cheshire and Warrington, for over 25 years – the latter 12 years fulfilling her passion for teaching and supporting children with additional needs. She has worked in both a specialist school for children with autism and a Designated Provision class within a mainstream school. Prior to attaining her PGCE in 1993, Jayne was an Induction and basic skills tutor for adults. In her spare time, Jayne is a Governor of a specialist school for young people with social, emotional and mental health needs and a trustee and volunteer for the Children’s Adventure Farm Trust (CAFT) charity. With a strong creative drive, Jayne can often be found with a paintbrush or crochet hook in hand or alternatively engrossed in her latest good book!

Programme details:

The Carter review of Initial Teacher Training (2015) highlighted how little emphasis was given to the area of Special Educational Needs and Disabilities in the diet of many training teachers. Colleagues new to the profession repeatedly talk of how little time was given in their training to this area. This course is based on the premise that excellent provision for pupils with SEND starts from a Quality First Teaching basis. Equally, good Quality First Teaching starts from addressing the needs of those who might it most difficult to learn. We examine what is required and expected of teachers in the Code of Practice, what causes some children to struggle with learning in the classroom, particularly those external barriers to learning that can present in the environment. We explore a range of practical teaching and learning strategies that can help teachers reduce and eliminate many of those barriers, and start to appreciate when Quality First Teaching requires some reasonable adjustments. The message given is that inclusive classrooms don’t have to be difficult to create or hard to manage, that if you can facilitate successful progress in pupils with SEND, you are likely to be seeing good progress from the rest of your class, and that high expectations of pupils with SEND are the crucial underpinning of success.

Times are UAE 4:00pm to 6:00pm via ZOOM.

Session 1:  Understanding the definition and meaning of SEND 

  • To clarify understanding of what special educational need is, and what it is not
  • To begin to understand some of the cognitive processes involved in learning, and what they might look like in practice

Gap Task:  Audit of SEND identification and provision

  • Audit and reflection on identification of SEND needs in your classroom
  • Audit of provision in your classroom in relation to the principles of the Code of Practice

Session 2: SEND in practice

  • To understand a range of practical teaching and learning strategies that enable all learners to achieve in mainstream lessons
  • To appreciate some of the reasonable adjustments that might be made to enable access to the curriculum
  • To critically evaluate some of the components of an inclusive lesson, and the strategies that might be employed

 

About Inclusive Learning North

Supporting schools – steered by schools since 2014.

Developing practice that starts with the needs of the most marginalised groups to create high quality teaching, learning and well-being for every child.

High quality professional development, SEND Forums, training, consultancy and online support.

AED600
Trainer:
Jayne Worrall
Duration:
4 hours
Sessions:
2
Language:
English