We’ve listed our top 5 Tes teaching and learning articles from the past year on special educational needs and disabilities (SEND) and inclusion.
Why your SEND intervention isn’t working
In this interview, from October 2024, Zofia Niemtus speaks to Professor Jo Van Herwegen about a new research review and toolkit that explores the increasing attainment gap for pupils with SEND and why evidence-informed practice isn’t making it to the classroom.
The MetaSENse project is funded by the Nuffield Foundation and led by Van Herwegen.
The project brings together “researchers from Birkbeck University of London, UCL Institute of Education and University College London, as well as experts in child development, neuroscience and education - to explore the effectiveness of interventions in reading, writing, mathematics, science and general attainment,” Niemtus explains.
Read the article here.
Dyslexia: the myths, the facts and how teachers can help
Some of the world’s leading reading and dyslexia experts have now agreed on a definition of what dyslexia is, steps to diagnosis and schools’ role in the process. In this feature, from January, researchers Professor Julia Carroll, Megan Dixon, Caroline Holden and Professor Maggie Snowling give an overview of how our understanding of dyslexia has evolved.
“We now understand dyslexia to be one of a set of overlapping developmental disorders, rather than a specific learning difficulty that should be diagnosed in isolation,” they write.
“It is a persistent, long-lasting difficulty that may be helped with intervention, but the impact remains significant for many. If we are serious as a nation about ensuring that all students receive the very best education possible, we need to address the gap in provision. The phonics screening check is a natural first step. But there is plenty more to be done.”
Read the article here.
The case for a universal SEND screener in early primary
SEND provision is in crisis. A critical step towards a better system would be a universal screening process for all five- and six-year-olds, delivered and managed by teachers, argue three researchers in this feature from February.
Joel Talcott is professor of developmental cognitive neuroscience at Aston University, Susan Gathercole is professor of psychology at the University of Cambridge, and Jo Van Herwegen is professor of developmental psychology and education at the UCL Institute of Education.
“Early identification of learning needs is key to improving outcomes for all children in the education system. And we believe one of the ways to achieve that is to implement a screening programme for all children in Year 1 in all primary schools,” the researchers write, before going on to explain how this might work.
Read the article here.
DCD: the common SEND you’ve probably never heard of
Developmental coordination disorder (dyspraxia) affects as many children as ADHD but is widely misunderstood. So what do teachers need to know about this condition? In this interview from June, Helen Amass puts that question to Judith Gentle, a senior lecturer in psychology at the University of Surrey.
DCD is a condition that affects physical coordination: either your fine or gross motor skills, or both. It causes children to perform less well than expected for their age in activities such as writing, and they may also appear to move in a less coordinated manner.
“If you struggle to form letters or hold a pencil, it’s not just hard to write; it’s hard to learn,” Gentle explains. “Your brain is so busy trying to control your hands that there’s little room left to absorb what’s going on in the classroom and what the teacher is saying.”
“In addition to that, there are psychosocial issues,” she adds. “There’s a lot of stigma attached to children who don’t have good motor skills, and they can feel very judged.”
Read the article here.
4 barriers to inclusive practice - and how to overcome them
As the government pushes for more children with SEND to be educated in mainstream schools, Zofia Niemtus looks at what needs to happen to make genuine inclusion a reality, outlining the key issues holding practice back, in this feature from July.
After speaking to experts, she finds that, as well as structural barriers - such as workload, lack of staff, large class sizes, inappropriate curriculum, a lack of resources and a lack of external support services - there are some other key obstacles to overcome.
These are ingrained ideas about SEND support, overreliance on diagnosis, the complexity of a needs-based approach, and inadequate training. In the article, Niemtus explores these issues, and some possible solutions to them.
Read the article here.
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