Further learning - Blog - SEND

We all learn in different ways. Helping your students to identify what works best for them is really important. Do they prefer visual aids, make links with existing learning or use movement and actions to help them remember things? Identifying their own personal preferences and effective practices will benefit lifelong learning and help your students to succeed.

Non-verbal communication such as body language, facial expressions and tone of voice convey information beyond words alone. It is an integral part of communication, building relationships and developing shared understanding. For some learners interpreting non-verbal communication is not always simple.

Tip or Idea: Understanding non-verbal communication can depend on many factors including cultural norms, situational context and the unique combination of words, actions and expressions used. Try to put communication in context and focus on more than simply the words used.

SEND learners, particularly those with speech and language difficulties, can find comprehension more challenging for a range of reasons. Understanding of subject-specific vocabulary and inference can be difficult areas for some learners.

Tip or Idea: Start simple! Use single images or short sentences and talk about what is happening. Can your learner relate this to an experience they have had themselves?

Did you know Learning Village supports a wide range of curriculum topics? This allows you to support your SEND learners within the main class environment by offering scaffolded resources. 

Tip or Idea: Pre-teaching curriculum-specific vocabulary before a whole class session can help your SEND learners feel more confident and enable them to access class learning more easily. 

Learning Village is an invaluable tool for deaf learners with or without EAL. The use of image as the main language of instruction provides visual cues to support your learners.

Tip or Idea: Deaf learners may need to lip read or see speech physically modelled to support their understanding. Using our resources in an adult-led small group session and/or using the demo learner as a teaching tool can be very powerful for deaf learners.

Learners with speech and language difficulties may find it difficult to remember words or think or the word they want to use when they are talking. 

Tip or Idea: Think of a category such as ‘animals’ or ‘things in a kitchen’ and then see how many words you can name. Each time you think of a word place a Lego piece on top of another and see how tall a tower you can build! 

Learners may have difficulties expressing their own ideas, thoughts and feelings.

Tip or Idea: Name the emotions. Use puppets, flashcards or simply hide and uncover your own face. Who can be first to name the emotion? Extend by giving a reason why e.g. He is happy because…

Learning Village resource: Feelings Snakes & Ladders game - land on a picture. Describe it and move forward 1 space! (I am happy when…/I am sad when…/I am shocked when…)

A learner’s wellbeing is vital to their achievement and overall success. Nevertheless, an EAL (English as an Additional Language) learner’s wellbeing should be considered more thoroughly when discussing their academic performance and achievements. A learner who speaks “a language other than English as their first language and needs additional support to develop a proficiency in English” (Twinkl, n.d) is considered to be an EAL learner. They can come from a diverse, multilingual and/or refugee background.

The Early Career Framework was made compulsory in the UK in September 2021. It replaces the year-long NQT period. It is a two-year programme of support and development for new teachers after they complete initial teacher training. The Framework covers 8 main areas: