Supporting Children with Special Educational Needs and Disabilities (SEND): Working Collaboratively
Delivered by University College of London, this course aims to delve into the importance of an inclusive practice and collaboration to support children with Special Educational Needs and Disabilities. This course will take place online on 15 and 22 April 2024, from 09.00-11:00 BST (UTC+1).
Description
Session 1: Principles Underpinning Inclusive Practice & Working with Parents and Caregivers as Partners
In the first part of this session, participants will learn some of the key principles of inclusive practice and how to incorporate these to support pupils with SEND.
In the second part of this session, participants will gain insight into the evidence base on working effectively with parents and caregivers to meet the needs of children with SEND in their school. An introduction to supporting children with SEND and to the need for a collaborative approach will be presented, followed by an overview of some of the key skills needed to develop effective partnerships with parents and caregivers. Notably, participants will consider how to ensure effective communication within a cross-cultural context and how to build strong school-home partnerships to involve parents and caregivers in children’s support plans. Throughout the session, participants will be provided with opportunities to reflect upon their own practice in their setting.
Session 2: Working Collaboratively to Support Pupils with SEND
In this session, participants will gain insight into working collaboratively with other adults in the school, including teaching and learning assistants, to effectively support pupils with SEND in the classroom. Participants will consider the roles of teaching and learning assistants to build upon classroom learning and to help scaffold children’s independence. Key strategies to build effective partnershipswith teaching and learning assistants will be introduced and participants will be provided with opportunities for reflection on their own practice, to identify what is already working well and areas for development. Participants will further consider how assessment for learning can be incorporated in their teaching to effectively support pupils.
Additional information:
This interactive online course is delivered by University College of London. Participant numbers are limited.
Please note, the course will only be confirmed when minimum numbers have been met.
Booking process:
Delegate fees - Online:
£175 per COBIS Member delegate
£185 per non-member delegate
If you are based in the UK, the delegate fee will be liable for VAT. Please email events@cobis.org.uk to process your registration.
If you are based outside the UK, but you are booking and paying for your place as an individual (rather than having the booking paid for by the school), you may also be liable for VAT. Please email Annie at events@cobis.org.uk to process your booking.
In all other situations, please tick the ‘organisation’ box when asked if the payee is an organisation or an individual.
Presenter
Session 1: Dr Jess Hayton
I have been lecturing at UCL/IOE since 2014, mainly in the field of vision impairment and habilitation, and my background is grounded in educational psychology. In 2017, I was appointed Programme Leader of the Graduate Diploma in Habilitation and Disabilities of Sight (Children and Young People). In this role, we train adults in practical and academic competencies to become Qualified Habilitation Assistants or Qualified Habilitation Specialists. My research in the field of vision impairment has explored strategies for independent dressing, sleep, language, and UK provisional entitlement. I also work with external clients to support accessibility of and inclusion in public spaces and ballet performances. My interest in working with families/parents as partners stems from my holistic, joined-up approach to practice. As parents/caregivers seem to be the consistency among the inconsistency, working collaboratively with parents as partners can support provision and learning.
Session 2: Dr Paula Bosanquet
I am a Lecturer in Special and Inclusive Education and Psychology in the Department of Psychology and Human Development at UCL. I have extensive experience working in Higher Education. Prior to this I was a teacher, and am now committed to improving the research/practice interface. I was the Professional Development Co-Ordinator for the UCL Maximising the Impact of Teaching Assistants project, which won the BERA Public Engagement and Impact Award in 2019.
Target audience:
Teachers, SENCOs, Teaching Assistants, Learning Assistants, School Leaders.