PGCE SEN and Inclusion — Questions and Answers
Question 1: Under the SEND Code of Practice (2015), what are the four broad areas of special educational need?
- Physical, emotional, social, and academic
- Communication and interaction; cognition and learning; social, emotional and mental health; sensory and/or physical needs (Correct answer)
- Reading, writing, mathematics, and behaviour
- Mild, moderate, severe, and profound learning difficulties
Correct answer: Communication and interaction; cognition and learning; social, emotional and mental health; sensory and/or physical needs
The SEND Code of Practice (2015) identifies four broad areas of need: communication and interaction (e.g., ASD, speech and language difficulties); cognition and learning (e.g., dyslexia, MLD); social, emotional and mental health (e.g., anxiety, ADHD); and sensory and/or physical needs (e.g., visual impairment, cerebral palsy).
Question 2: According to the SEND Code of Practice, what is the graduated approach to meeting the needs of pupils with SEND?
- Immediately referring all SEND pupils to an educational psychologist
- A four-stage cycle of Assess, Plan, Do, Review that is used to match provision to the pupil's needs (Correct answer)
- Placing all SEND pupils in a separate unit away from mainstream classes
- Waiting until the pupil fails before providing any support
Correct answer: A four-stage cycle of Assess, Plan, Do, Review that is used to match provision to the pupil's needs
The graduated approach follows a four-stage cycle: Assess (identify needs), Plan (agree interventions), Do (implement the plan), Review (evaluate impact). This cycle is repeated with increasing intensity of support as needed.
Question 3: Teachers' Standard 5 states that teachers must 'adapt teaching to respond to the strengths and needs of all pupils.' Which of the following best demonstrates this in practice for a pupil with dyslexia?
- Reducing the pupil's workload so they do less than their peers
- Providing materials in a dyslexia-friendly format (e.g., cream paper, larger font), allowing extra processing time, and using multi-sensory teaching approaches (Correct answer)
- Seating the pupil at the back of the classroom so they are not embarrassed
- Excusing the pupil from all written tasks
Correct answer: Providing materials in a dyslexia-friendly format (e.g., cream paper, larger font), allowing extra processing time, and using multi-sensory teaching approaches
Reasonable adjustments for dyslexia include accessible formatting, additional processing time, and multi-sensory approaches. These adaptations allow the pupil to access the same curriculum as their peers while accommodating their specific learning needs.
Question 4: What is the role of the Special Educational Needs Coordinator (SENCO) in a mainstream school?
- To teach all pupils with SEND in a separate classroom
- To coordinate the provision for pupils with SEND, advise teachers, liaise with external agencies, and manage the SEND register (Correct answer)
- To write all IEPs without input from classroom teachers
- To decide which pupils should be excluded from mainstream education
Correct answer: To coordinate the provision for pupils with SEND, advise teachers, liaise with external agencies, and manage the SEND register
The SENCO has a strategic and coordinating role: managing the SEND register, advising colleagues on strategies, liaising with parents and external professionals, and ensuring the school meets its duties under the SEND Code of Practice and the Equality Act 2010.
Question 5: A pupil with an Education, Health and Care Plan (EHCP) joins your class. What is your legal responsibility as the classroom teacher?
- You have no responsibility — the SENCO handles everything for EHCP pupils
- You must read and understand the EHCP, implement the specified provisions in your lessons, and contribute to annual reviews (Correct answer)
- You must create a completely separate curriculum for this pupil
- You should treat this pupil exactly the same as all others with no adaptations
Correct answer: You must read and understand the EHCP, implement the specified provisions in your lessons, and contribute to annual reviews
Every teacher is responsible for the progress of all pupils in their class, including those with EHCPs. Teachers must be familiar with the EHCP provisions, implement them in their teaching, and contribute evidence and observations to the annual review process.
Question 6: Which of the following is an example of a 'reasonable adjustment' under the Equality Act 2010 for a pupil with a visual impairment?
- Asking the pupil to sit an easier version of the exam
- Providing enlarged print materials, ensuring good classroom lighting, and allowing the pupil to use assistive technology (Correct answer)
- Reducing the pupil's timetable so they attend fewer lessons
- Placing the pupil in a special school without parental consultation
Correct answer: Providing enlarged print materials, ensuring good classroom lighting, and allowing the pupil to use assistive technology
Reasonable adjustments remove barriers to learning without lowering expectations. For a visually impaired pupil, this includes accessible materials, appropriate seating, good lighting, and access to assistive technology such as screen magnifiers or text-to-speech software.
PGCE SEN and Inclusion
Under the SEND Code of Practice (2015), what are the four broad areas of special educational need?