Inclusion: Intro to SEND for TA/LA’s (England) – IN409

In recent years there has been a great increase in the number of non-teacher staff employed in school classrooms to support the learning of a wide range of children and young people.

Although most teaching assistants (TAs) have undertaken a general professional development award to equip them to work in the classroom alongside teachers, some may not have received much formal training in working with children who have some disabilities and/or special educational needs.

Section 1  Course Overview

This short section provides a brief overview of the whole course to enable participants to plan their time and prepare for Section 2.

Section 2  Legislation and Implementation

This section introduces the recent legislation and national initiatives relevant to Inclusion, Equality, Special Educational Needs and Disability (SEND).

Section 3  Barriers to Learning

This section, in 10 short parts with a short introduction to barriers to learning, explores the impact on learning of:

  • dyslexia
  • ADHD
  • dyscalculia
  • dyspraxia
  • autism
  • challenging behaviour
  • physical and sensory impairments
  • EAL (bilingualism)
  • Speech, language and other difficulties

Each short part also considers some strategies to support these conditions in the classroom.
Part 10 concludes with a review of other barriers to learning and considers delivery of the curriculum in an inclusive way – including the use of ICT.

Section 4 Assessment and Observation

This short section explores the role of the TA and Learning Support Assistant in diagnostic testing of the learning differences in:

  • dyslexia
  • ADHD
  • Dyspraxia/Developmental Coordination Disorder

It reviews the importance of classroom observation of barriers to learning to the identification and support of pupils’ SEN and individual learning needs.

Section 5  Specialised Support

This section reviews the individual support that may be required to meet the SEN and additional learning needs of specific groups of children and considers the specialised training required in order to deliver this type of support. Course participants are encouraged to explore this specialised support in the context of their own school and authority.