As an educator, knowing the students and families I work with is essential as a child-centred approach is at the heart of what I do. This is why I identify with the MARIO Framework—it is an evidence-informed practice which has the students’ well-being and progress at its core. Equally, it helps practitioners and students by providing a scaffold for support classes, small groups, and individual student sessions. It clearly complements the work which is happening in the mainstream classroom through focusing on skills and knowledge whilst allowing students to become efficient, resilient, and reflective.
Hoping to empower educators with the knowledge of how to prepare young people with SEND for life beyond the classroom, Renee illustrates the methods they use at West Lea to ensure their students are as fully equipped as they can be for the next chapter of their lives and able to thrive once they leave school.
Emilie-Kate Kidd (pictured above), cofounder of Earwig Academic, trustee of SEN charity Parents in Need and parent to an SEN child, talks about the surprises within the Rochford Review and what its recommendations mean for SEN teaching…
My first take on 'special needs' is: Don't all students have special needs? Aren't we beyond the cookie cutter education that lines students up and feeds them from the same trough?
Yes and yes, but for the purposes of this article, I'm going to reign my pen in and discuss what we traditionally consider 'special needs' and technology's effect on those students who function outside of the normal bell curve of pedagogic expectations.