PGCE Special Educational Needs Inclusion 2 — Questions and Answers
Question 1: What does 'EAL' stand for and what specific support might an EAL pupil require in the classroom?
- English as an Additional Language — visual supports, pre-teaching vocabulary, bilingual resources, and structured talk opportunities (Correct answer)
- Emotional and Adaptive Learning — therapy and counselling
- Education and Achievement Levels — differentiated assessments
- Extended Academic Learning — additional homework tasks
Correct answer: English as an Additional Language — visual supports, pre-teaching vocabulary, bilingual resources, and structured talk opportunities
EAL pupils are learning in a language that is not their first language — they benefit from visual supports, pre-taught vocabulary, structured speaking opportunities, and adapted written materials.
Question 2: What is 'cognitive accessibility' and why does it matter for inclusive lesson planning?
- Designing tasks so that cognitive demands match pupils' capacity — instructions are clear, tasks are chunked, and working memory is not overloaded (Correct answer)
- Providing computers for all pupils
- Simplifying all content to the lowest level
- Only relevant to pupils with diagnosed learning difficulties
Correct answer: Designing tasks so that cognitive demands match pupils' capacity — instructions are clear, tasks are chunked, and working memory is not overloaded
Cognitive accessibility means reducing unnecessary cognitive barriers — clear instructions, chunked tasks, and visual supports help all learners, not just those with identified needs.
Question 3: Under the Equality Act 2010, what does the 'anticipatory duty' require of schools?
- Schools must anticipate the needs of disabled pupils and make adjustments proactively, not just when a specific pupil enrols (Correct answer)
- Schools can wait until a disabled pupil arrives to make adjustments
- Only physical accessibility adjustments are required proactively
- The duty applies only to admissions, not teaching
Correct answer: Schools must anticipate the needs of disabled pupils and make adjustments proactively, not just when a specific pupil enrols
The anticipatory duty means schools must think ahead — planning accessible environments, materials, and practices before disabled pupils enrol, not just reacting case by case.
Question 4: What does research (EEF, 2021) say about the most effective use of teaching assistants for SEND pupils?
- TAs are most effective when supporting structured, targeted interventions and when teachers retain responsibility for SEND pupils' learning (Correct answer)
- TAs should replace teacher instruction for SEND pupils
- The more TA support a pupil receives, the better their outcomes
- TAs should be used only for classroom administration
Correct answer: TAs are most effective when supporting structured, targeted interventions and when teachers retain responsibility for SEND pupils' learning
The EEF's guidance on TAs shows that outcomes are best when TAs deliver structured interventions, are well-trained and briefed, and teachers maintain high-quality interactions with SEND pupils.
Question 5: What is 'precision teaching' as a targeted intervention for pupils with SEND?
- A structured, data-driven intervention that uses daily practice and fluency measurement to build automaticity in specific skills (Correct answer)
- A whole-class teaching method
- A teaching strategy exclusive to autism
- A form of standardised testing
Correct answer: A structured, data-driven intervention that uses daily practice and fluency measurement to build automaticity in specific skills
Precision teaching uses short daily practice sessions and frequency measurement (fluency) to build automaticity in specific skills — it is highly structured and evidence-based for literacy and numeracy gaps.
Question 6: What does 'personalised learning' mean in inclusive education, and what are its limits?
- Adapting teaching approaches and support to individual needs — but not creating entirely separate curricula for each pupil (Correct answer)
- Creating a different lesson for every pupil
- Reducing content for pupils who find learning difficult
- Only applicable to pupils with EHCPs
Correct answer: Adapting teaching approaches and support to individual needs — but not creating entirely separate curricula for each pupil
Personalisation means responsiveness to individual needs within the class — differentiated tasks, varied support, flexible groupings — but it does not mean a separate curriculum for every pupil.
PGCE Special Educational Needs Inclusion 2
What does 'EAL' stand for and what specific support might an EAL pupil require in the classroom?