Support for Special Educational Needs and Disability

Please see below for resources and useful websites for SENCo’s teachers and families relating to COVID-19.

Government & local guidance

reading material for senco

blended learning & support for families of send children

PROFESSOR KAREN GULDBERG – UNIVERSITY OF BIRMINGHAM

Parental perspectives on the impact of lockdown on autistic children, young people and their families

A focus on the experiences of parents of autistic pupils during lockdown and a discussion of this in the context of broader research investigating the impact of exclusions on children, young people and families.

TIM BOYES – BEP, AZITA ZOHADI – NELSON MANDELA PRIMARY SCHOOL & DEBBIE HOLMES – BCC

BCC introduction on Developing Local Provision

This session invites Consortia/Networks (groups of schools) to work together to increase capacity and improve outcomes in the mainstream for SEND pupils. This is a useful session for all heads and SENCO to understand a piece of work they need to be involved in.

NICHOLA JONES – BCC, PROFESSOR COLLEEN MCLAUGHLIN – UNIVERSITY OF CAMBRIDGE, PROFESSOR ROBIN BANERJEE – UNIVERSITY OF SUSSEX

Overview of the transformation programme for SEND CYP and for wellbeing / Emotional Resilience / Back to School! Relationships as the key to emotional wellbeing

Nichola Jones is lead for BCC on Well-being as well as SEND. In her session she gives an introductory overview of the transformation she is leading.

Colleen provides the evidence and rationale for the need to change our emphasis in education today and provide a broader more fit for purpose education that recognises all the needs of young people in schools.

Robin highlights and discusses the value of a relational approach to supporting young people’s mental health and wellbeing. Drawing upon both recent and established theories and research findings, Robin illuminates the key dynamics of young people’s social relationships and how they relate to behaviour, emotional functioning, and academic engagement. The implications for supporting the school community in the context of the ongoing Covid-19 pandemic is discussed.


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