Whole School SEND’s Teacher Handbook: SEND – Embedding inclusive practice is now available! The Handbook has been developed to support primary, secondary and specialist teachers, teaching assistants, senior leaders and headteachers who work with children and young people with SEND and learning differences.
The Handbook, created with input from a leading steering group, members of the Whole School SEND consortium, and Merton Special Training Association, offers whole-school and whole-class approaches to SEND provision, as well as subject-specific and condition-specific guidance across eight key areas:
The Handbook brings together in one cohesive document the perspectives of children and young people and their families; teachers and support staff; subject specialists; SENCOs and other senior leaders; headteachers; educational psychologists, and specialist external agencies – including speech and language therapists, occupational therapists, mental health workers, physiotherapists and specialist teachers.
Annamarie Hassall MBE, Chair of Whole School SEND and CEO of nasen explained the Handbook’s importance: “Whole School SEND’s work is built on collegiality and collaboration, helping to change the lives of children and young people with SEND, one connection at a time.
“Within the Whole School SEND consortium we have published a wide range of resources, research and review guides to successfully support school-based professionals. Teacher Handbook: SEND is an important addition, and seeks to answer a fundamental and recurring question: ‘What do classroom teachers need to know about SEND?’ I would like to take this opportunity to thank the amazing work of the Teacher Handbook: SEND Steering Group. In collating practical examples, and underpinning pedagogies and legislative frameworks for SEND, this handbook will become an essential companion for teachers and wider school staff everywhere.”
The Lead Authors of the Handbook, Amelie Thompson (Headteacher and Head of Inclusion at Gipsy Hill Federation) and Katherine Walsh (Lead for Inclusion at River Learning Trust and EEF SEND Review Project Director) said, “This handbook has been developed as a resource for teachers to use over time as they embed inclusive practice in their classrooms. The graduated approach is the golden thread of the handbook, and will support all school staff in noticing, and being curious about, the children and young people in their classes: their strengths and interests, times when they are successful, and times when they experience challenges to engagement and curriculum accessibility.
“It is our hope that the handbook will enable teachers to build on the strengths of their teaching practice, creating environments where children and young people can maximise their potential, and develop the knowledge and skills needed to prepare for the next stage in education and beyond – to adulthood.”
The steering group that supported Teacher Handbook: SEND in its development included: Elizabeth Denton, Educational Psychotherapist; Felicity Dewsbury, Deputy Headteacher; Dr Julie Greer, Education Consultant and Primary Headteacher; Tina Harvey, Executive Headteacher; Andy Lole, Education Outreach Leader and Specialist Headteacher; Margaret Mulholland, SEND and Inclusion Policy Specialist and EEF SEND Review Project Director and Vicky Shires, Primary Headteacher.
Download the Teacher Handbook: SEND – Embedding inclusive practice for free
To find out more about Whole School SEND, visit www.sendgateway.org.uk