Complex Scenarios
Working through these case studies will help developing teachers practice noticing, problem solving, reflection, challenge of assumptions, understanding and ultimately develop the expertise to be adaptive in action. They have been designed by school-based practitioners, in partnership with HEIs and SCITTs to provide a structured and detailed narrative through which trainees can work with a mentor, to deepen knowledge of the barriers to curriculum access experienced by learners with special needs and working with expert teachers to identify need and adopt effective instructional approaches. A range of ages and phases are covered. Mentors and trainees are encouraged to ‘transpose’ the scenarios to a relevant key stage to expand the resource and embed new learning. These collaborative learning opportunities support new teachers to question, explain, and elaborate their thoughts and co-construct solutions. We recommend working through the exemplars ‘Noticing’ and ‘Rashid’, before moving on to the other complex scenarios, which are designed for you to notice and plan adaptive strategies for each learner.
Complex Scenario Hannah
- 14 Dec 2021
A case study about supporting Hannah to work independently.
Complex Scenario Safiye
This presentation aims to model the process of taking the initial steps in recognising that a child is struggling, and includes exemplary mentor guidance on how you identify the learners you plan to focus on in your classroom: those with additional needs.
Complex Scenario Maire
Enabling Maire to engage in individual and social learning in English and across the curriculum.
Complex Scenario Rashid
Sustaining engagement and challenge for Rashid.
Complex Scenario Mae
Building stamina for learning.
Complex Scenario Tayla
Exploring readiness to learn.
Complex Scenario Tomas
Supporting engagement and social development.
IMAGES
VIDEO
COMMENTS
Progress in attendance for selected group of vulnerable SEND pupils, showing impact of interventions on attendance. Grid format case study to demonstrate for a small group of pupils increases in attendance following interventions – and explanations of barriers to attendance.
Handout #2 provides case histories of four students: • Chuck, a curious, highly verbal, and rambunctious six-year-old boy with behavior disorders who received special education services in elementary school. • Juanita, a charming but shy six-year-old Latina child who was served as an at-risk student with Title 1 supports in elementary school.
This study looks at one particular mainstream school to find out how inclusive it is with regard to children with special needs. For the purpose of this study the school is called Rose Hill Primary School. The study looks at how all children are taught in the school and how the needs of children with special educational needs are catered for.
Schools and colleges are documenting their plans for SEN support in different ways and using different terminology. Examples include ‘one page profiles’, ‘pupil passports’, ‘pupil...
This information aims to provide clarity of expectations around best practice for mainstream Norfolk education settings in creating robust, effective SEN support plans (SSPs) for children and...
Here is a summary of these: Lesson One: Never make rash judgments about students without checking the facts with reliable sources. Never label, belittle, or other-wise speak unkindly about students and their parents. Lesson Two: Use data about student achievement and behavior to make. •.
SEN Support Plans (SSPs) are in place for all children and young people (CYP) with SEND. SSPs are also in place for children with EHCP’s, using the outcomes from the EHC Plan to feed into small...
Complex Scenarios. Working through these case studies will help developing teachers practice noticing, problem solving, reflection, challenge of assumptions, understanding and ultimately develop the expertise to be adaptive in action.
At the same time, their ambition was to create a new, holistic approach to supporting early years children with SEND that had three core elements, which were to ensure: Timely and accurate identification of need; Settings were supported, trained and skilled in providing effective support to children with SEND; and.
A Prompt sheet with suggested areas to include when drawing up a case study of a potentially vulnerable child to assess the effectiveness of the care, guidance and support / teaching and curriculum adjustments for individual pupils