PGCE SEN and Inclusion 2 — Questions and Answers
Question 1: A trainee teacher notices that a pupil who speaks English as an additional language (EAL) is struggling in lessons. Is this pupil automatically considered to have a special educational need?
- Yes — all EAL pupils have SEND by definition
- No — EAL is not a special educational need in itself, though some EAL pupils may also have SEND which should be identified through careful assessment (Correct answer)
- Yes — any pupil who is not keeping up with the class has SEND
- No — EAL pupils should never be assessed for SEND
Correct answer: No — EAL is not a special educational need in itself, though some EAL pupils may also have SEND which should be identified through careful assessment
The SEND Code of Practice is clear that having EAL is not in itself a special educational need. However, some EAL pupils may also have SEND, and schools must assess carefully to distinguish between language acquisition needs and learning difficulties.
Question 2: Which of the following strategies best supports inclusive practice for a pupil with Autism Spectrum Condition (ASC) in a mainstream classroom?
- Frequently changing routines to keep the pupil alert
- Providing clear, predictable routines, visual schedules, advance warning of changes, and explicit social communication support (Correct answer)
- Isolating the pupil from group work as they may find it difficult
- Speaking in complex, abstract language to challenge the pupil
Correct answer: Providing clear, predictable routines, visual schedules, advance warning of changes, and explicit social communication support
Pupils with ASC typically benefit from predictability, clear routines, and visual supports. Advance warning of changes reduces anxiety, and explicit teaching of social communication helps with interactions. These strategies support inclusion without lowering academic expectations.
Question 3: What does the term 'Quality First Teaching' (QFT) mean in the context of SEND provision?
- Teaching provided by the most experienced teacher in the school
- High-quality, inclusive, everyday teaching that is differentiated and personalised to meet the needs of all pupils, including those with SEND (Correct answer)
- A special intervention programme delivered outside the classroom
- Teaching that only focuses on the highest-attaining pupils
Correct answer: High-quality, inclusive, everyday teaching that is differentiated and personalised to meet the needs of all pupils, including those with SEND
Quality First Teaching is the first wave of support for all pupils, including those with SEND. It means that everyday classroom teaching is of sufficiently high quality, with appropriate differentiation, to meet the needs of the majority of learners before additional interventions are needed.
Question 4: A pupil with ADHD frequently loses focus during extended teacher explanations. Which classroom adaptation is most likely to support this pupil's learning?
- Making explanations longer and more detailed so the pupil has more time to absorb the information
- Breaking instruction into shorter segments with frequent opportunities for active participation and movement (Correct answer)
- Removing all stimulation from the classroom environment
- Asking the pupil to copy notes from the board for the entire lesson
Correct answer: Breaking instruction into shorter segments with frequent opportunities for active participation and movement
Pupils with ADHD benefit from chunked instruction, frequent changes of activity, and opportunities for physical movement and active participation. These strategies maintain engagement and work with, rather than against, the pupil's attention patterns.
Question 5: Under the Children and Families Act 2014, what right do parents of children with SEND have regarding school placement?
- Parents have no say in where their child is educated
- Parents have the right to express a preference for a mainstream or special school, and the local authority must comply unless it is incompatible with the efficient education of others (Correct answer)
- Parents must accept whatever placement the local authority decides
- Parents can only choose between schools within their immediate postcode area
Correct answer: Parents have the right to express a preference for a mainstream or special school, and the local authority must comply unless it is incompatible with the efficient education of others
The Children and Families Act 2014 gives parents the right to express a preference for their child's school placement. The local authority must comply with this preference unless doing so would be incompatible with the efficient education of other children or the efficient use of resources.
Question 6: What is the purpose of a 'pupil passport' or 'one-page profile' for a pupil with SEND?
- It is an official government document required for all school pupils
- It is a concise document summarising the pupil's strengths, needs, and effective strategies, making key information accessible to all staff who work with the pupil (Correct answer)
- It replaces the need for an EHCP
- It is a disciplinary record kept by the headteacher
Correct answer: It is a concise document summarising the pupil's strengths, needs, and effective strategies, making key information accessible to all staff who work with the pupil
A pupil passport or one-page profile provides a quick, accessible summary of a pupil's needs, strengths, interests, and what works well for them. It ensures that all staff — including supply teachers and cover supervisors — can quickly understand how to support the pupil.
PGCE SEN and Inclusion 2
A trainee teacher notices that a pupil who speaks English as an additional language (EAL) is struggling in lessons.
Is this pupil automatically considered to have a special educational need?