Thread by @_hthr_

Going into my 20th year of teaching next week! Here are my top #ECT tips for meeting the needs of #SEND students.

Starting with the obvious, find out everything you can about them. Read their pupil profiles and/or EHCPs, highlighting the key info./1

If you are a primary teacher of a student with an EHCP, find time to phone parents/carers at the start of term. This could be the day before school starts to introduce yourself, or a couple of days in to ask how they’re settling in. /2

Talk to the teacher(s) they had last year. Find out what worked and what didn’t in terms of supporting them. Ask the SENCO for a 10-minute chat: what can you tell me about ______? Look at their work if possible, to get a sense of strengths and challenges. /3

Check what equipment they need in the classroom, e.g. a laptop for word processing, a wobble cushion to support with sitting, a coloured overlay for more comfortable reading. /4

Don’t automatically sit them at the front. They might prefer a seat by the window for fresh air, near the door if they are anxious, or at the back of the room if they worry about the judgement of peers. Find out their preference early on, or just check if they are happy there. /5

Find out their interests; this is especially important for your autistic kids and often those with ADHD too. Then you can chat to them about their favourite things and build a relationship. Maybe even build in some linked analogies into your explanations. /6

For very quiet students, don’t put them on the spot. Use Turn & Talk/Think Pair Share to build confidence and allow rehearsal time. If using cold calling, give them a heads up that it will be their turn next. If they freeze, give them a minute to talk to a partner then return /7

Make your task instructions crystal clear and avoid any ambiguous language. Ensure that they are provided in written format, e.g. on a handout or PowerPoint, to support with verbal processing and working memory. /8

Let them know what to expect in the lesson with a checklist of tasks to tick off as they go; this can often ease anxiety, prevent overwhelm and support with concentration. /9

I will probably add more to this thread, but for now I will just add that all of the above tips are great for non-SEND kids too! /10

Ensure that information presented on PowerPoints & worksheets is easy to read, paying attention to:

Font size
Background
Layout
Quantity of info
Strategic use of colour
Selective use of images

Read @olicav's book on Dual Coding for Teachers for more advice on slide design /11

Support with students who need to fidget. Blu-tac is great for this - avoid 'squishy' fidget toys which are not robust.

Providing a doodle book can be massively beneficial for some; you can always ask them questions if you worry they're not listening, but they usually are! /12

If you have a student who is constantly snapping pencils, taking apart pens and breaking rulers, this is likely to be a sensory need.

Try giving them one of these - they are very satisfying to break apart and put back together again.

Cheap from Home Bargains/eBay too! /13

Keep copying from the board to an absolute minimum. If it is necessary, print off the PowerPoint or provide your written notes from the visualiser to students who struggle with this. If a TA has an iPad, they can take a picture of what's on the board for easy reference. /14

If reading aloud, don't insist on all students following along in their own book: splitting attention between these two channels can be hard. Instead, have your copy of the text on the board and use a ruler to track down the page. When questioning, you can point to key words /15