SEN and Inclusion Flashcards

Under the SEND Code of Practice (2015), what are the four broad areas of special educational need?

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).

According to the SEND Code of Practice, what is the graduated approach to meeting the needs of pupils with SEND?

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.

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?

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.

What is the role of the Special Educational Needs Coordinator (SENCO) in a mainstream school?

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.

A pupil with an Education, Health and Care Plan (EHCP) joins your class. What is your legal responsibility as the classroom teacher?

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.

Which of the following is an example of a 'reasonable adjustment' under the Equality Act 2010 for a pupil with a visual impairment?

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.